National high-efficiency classroom implementation plan
Part 1: The effective implementation of the national middle school program
First, the meaning of efficient classroom:
Classroom teaching is the main channel for implementing quality education, and effective teaching is the fundamental to improve teaching quality. Create an efficient classroom and achieve the goal of “good church science, reduce burdens and increase efficiency”. The curriculum reform has been going on for six years. We have conducted many trainings, and the education and teaching concepts of the teachers have undergone major changes. The teaching methods of teachers and the way students learn are further optimized. How to create an efficient classroom is a big problem that lies in front of us today. As far as classroom teaching is concerned, preparing lessons is the premise. The model is the basis. Learning, guiding and practicing are the core. Student participation is the mainstream. Improving quality is fundamental. Improving teaching quality is the goal. Therefore, efficient classrooms are the most important.
Second, the guiding ideology:
Guided by the "Outline of Education Development Plan", with the principles of scientific development, independent development, and characteristic development, we will continue to promote teachers to improve their own quality, update teaching concepts, change teaching methods, and explore mainstream classroom models that are in line with our school's actual situation. To improve the quality of teaching and promote the overall sustainable development of students, through the typical cultivation, demonstration guidance, mechanism guarantee, and strong promotion, to achieve the most optimal classroom teaching methods and maximize teaching efficiency.
Third, the principles that should be followed in effective classrooms
1. Follow the principle of starting from reality: class must be based on the class situation, based on the student's actual foundation, on the basis of preparing the class, to personalize the deletion of annotations, easy for students to accept, master, and use.
2. Follow the principle of joint participation: Persist in opposing the teacher's full house, you must first learn the post-teaching according to the principle of “learning, guiding, and practicing”, interacting with teachers and students, interacting with students, teachers stepping down the platform, students stepping onto the platform, and participating in teaching activities. .
3. Follow the principles of the “three-dimensional” goal: knowledge and skills, processes and methods, emotions, attitudes and values are the goals that must be achieved in teaching. Every class and every lesson must be reflected, and students' ability can be cultivated from the classroom.
4. Follow the principle of deepening and deepening, step by step: strengthen the research and guidance of learning methods, promote the organic combination of students' "interests, habits, and efficiency", and realize the perfect unity of "intellectuality, emotional intelligence, and academics", not through one day, but through teachers. A little bit of guidance is required to gradually develop an appropriate learning method and good habits.
Fourth, the standard of efficient classroom
Knowledge and skills:
1. Knowledge points are clear, knowledge is concentrated, key points are highlighted, difficult points are broken, and life practices are linked.
2. The teaching goal setting starts from the academic situation and is obviously reflected in the whole process of teaching.
3. The teaching content reflects the basic, practical, and developmental nature, and the student's experience, experience, and participation in the formation process of knowledge.
Process and method
4. Appropriate teaching materials, clear classroom procedures, smooth teaching language, and advanced teaching methods to improve teaching efficiency.
5. Based on the students' study, pay attention to the effectiveness of students' active participation in learning, and the effectiveness of cooperative learning reflects the students' independent development and the development strategy of differential development, and pays attention to the development of all students.
6. Teachers play the role of organizer, instructor, helper, facilitator and collaborator in the teaching process. All the teaching methods used to promote the initiative and enthusiasm of students' learning, and highlight the process of knowledge formation.
7. The content of teaching activities is substantial, flexible and diverse. Students have independent learning, space, and effective teachers are not limited to teaching materials, good at capturing life resources in a timely manner, effectively using educational resources, teacher-student interaction, and generating new knowledge.
8. Develop a behavioral norm for students to learn in class, answer the questions in the correct format and express them accurately. The sound is loud and sound, and it doesn't ruin the classroom atmosphere. The standing posture should be correct, the writing should be neat, and the format should be standardized. Teacher evaluation should be appropriate.
9. Be good at questioning and questioning, motivate students to discover and ask questions, regard students' problems and experiences as the growth point of classroom teaching, promote students' thinking ability and learning ability, and effectively organize students' life, teacher-student interaction and multi-evaluation.
, emotions, attitudes and values
10. The class is full of passion, paying attention to the emotional needs and development of students, paying attention to the dignity of students, and the teachers' emotional reactions to students' good feelings, students' happy learning, easy and orderly harmony, classroom learning becomes the life of students, and the personality is perfect. process
, effect and value
11. Effectively achieve teaching goals, students learn to master new knowledge and skills, and learn to gain.
12. Students are proactive, willing to move their minds, move their mouths, and be hands-on. They are willing to argue, discuss, debate, be active in thinking, speak enthusiastically, have a strong interest in learning, have confidence, and feel the joy of success.
Fifth, the implementation steps:
, cultivating backbones, demonstrating
It is necessary to determine the corresponding subject experiment teachers from the city and county backbone teachers, excellent teachers, "Top Ten" teachers, curriculum reform leaders, and quality teachers at the county level, teaching and research team leaders, and subject leaders. According to the "six-step teaching" mode, the demonstration is guided. It is the last word for experimental teachers to insist on high efficiency. It is necessary to dare to innovate and explore on the basis of the existing model, and to make suggestions for the optimization of the classroom teaching model.
Supervision and evaluation, comprehensive advancement
It is necessary to participate in the “Efficient Classroom” teaching clearance competition activities among the whole school teachers, and to quantify and set the scores as a part of the teaching work as part of the quantification of the teacher performance salary. Supervise all teaching staff, improve the quality of education and teaching from the training and teaching skills.
Third, sum up reflection, improve and deepen
Teaching is an art, it is science, and it needs constant reflection and improvement. Vigorously commend teachers with outstanding performance, of course, also to criticize some teachers who are passive and slack, do nothing, promote rectification, counterattack, and finally achieve the standard. The 20XX-20XX school year is a key year for creating efficient classrooms in xx countries. I hope that all teachers will strengthen their understanding, correct their attitude, and actively practice. The school should speak every day, Zhou Zhoujue, and the month summary, forming an atmosphere of “taking effective classrooms as honor”. At the same time, it is necessary to increase the weight and intensity of teacher effectiveness assessment, and incorporate this into the school teaching quality evaluation system, which is linked to teacher performance, professional title and evaluation. It is also necessary to strengthen the class evaluation class, especially the leadership to take the lead in class, more lectures, diligent evaluation classes, to be the leader of efficient classrooms, and boosters.
Efficient classroom construction is related to the development of high-grade schools, high-level development of teachers, and high IQ development of students. Benefits are in the long run. Only by persevering in the usual grasp and grasping the details can we effectively change the inefficiency of our classrooms, so that the quality of education and teaching can be further improved, distinctive and brilliant.
Part 2: National Efficient Classroom Implementation Plan
First, the guiding ideology
In view of the current situation of classroom teaching methods and low efficiency, in order to fully implement the students' subject status, stimulate students' self-confidence and tap the potential of students, adopt the new curriculum concept of “independence, cooperation and inquiry” to learn and draw on the “Dulangkou teaching mode”. "And the experience of curriculum reform in the brother school, further deepen the classroom teaching reform, improve the quality of education and teaching and comprehensively implement quality education. According to the archives spirit of the superior department, combined with the actual situation of our school, we have specially formulated our school to build an effective classroom implementation plan.
Second, the implementation plan
Strengthen leadership and improve organization
In order to strengthen leadership, ensure the smooth development of classroom teaching reform and achieve remarkable results, our school has established an effective classroom reform leadership group and working group.
1. Leading group:
Team leader: Wang Liangcheng
Deputy leader: Zhao Jiaxiang
Members: Hu Deming, Zhang Yousheng, Shi Limin
2. Working group:
Team leader: Zhao Jiaxiang
Deputy Team Leader: Hu Deming
Group members: Zhang Yousheng, Shi Limin, Hu Liang, Mu Mingshun, Zhong Ming, and head teacher and teaching and research team leader
Establish goals and clear ideas
Work Objective: To build a classroom that is “happy, confident, efficient, and light”.
Basic idea: Guided by the concept of “effective teaching, promoting efficient learning”, through the practical strategies of “learning, practicing, communicating, cooperating, reflecting, improving and improving”, improve the design, implementation, evaluation and reflection of teachers. ability. Efforts to explore the normal teaching conditions, how to improve students' learning ability, cultivate students' courage, publicize students' individuality, lay the students' self-confidence, and realize effective teaching methods and strategies for three-dimensional goals.
Learning propaganda, unified understanding
Extensive publicity and mobilization through various forms to prepare for the activities. On the one hand, theoretical study, organize all teachers to carry out effective classroom training, in-depth study of efficient classroom teaching theory, correctly understand and grasp the law and basic methods of efficient classroom teaching; on the other hand, carry out lectures on specific operational levels, take "please come in" Or “going out” and other methods, conscientiously study and practice the advanced curriculum reform experience of foreign schools, and deeply understand the teaching mode of “efficient classrooms” in different disciplines, and clarify the specific teaching process in the efficient classroom.
Carefully organized and solidly promoted
Our “Building Efficient Classroom” activities are implemented in the following four levels, fourteen steps and requirements:
The first level: leadership level
The first step: a reasonable division of labor. On the basis of learning and learning from the experience of pilot school reform in the district, combined with the actual work of various departments, the general division of labor: Wang Liangcheng, principal: overall responsibility, regulation and control; President Zhao Jiaxiang: implementation of system construction and coordination management in efficient classroom work; Director Hu Deming : How to operate in the classroom; Director Zhang Yousheng: How to formulate the implementation plan and how to guide the study; Shili Democrats: how to build a cooperative study group, class building, teacher and student evaluation issues, etc.
The second step: going out to study. The members of the leading group went to the curriculum reform pilot school to study and study, combined with the prior division of labor, each person focused on learning related content, such as the preparation of the guidance program, the teaching process, the allocation of the cooperative study group, the establishment of the evaluation mechanism, the establishment of the system and the implementation of efficient classroom management, Consulting research, etc.
The third step: personal reflection. After going to several pilot school reform schools, on the basis of earnestly studying their experience, combined with the prior division of labor and their own work, they gradually explored and developed an effective classroom teaching model suitable for our school.
The second level: the teacher level
The fourth step: mobilization throughout the school. Using the faculty and staff meeting to analyze the current facts such as the current situation of our school and the background of the current education reform, compare the advantages and disadvantages of traditional classrooms and efficient classrooms, conscientiously study and publicize the "Dulangkou classroom teaching mode", and watch the "efficient classroom" Video and more.
Step 5: Take “going out”, “please come in”, listen to special lectures, conduct training, etc., so that all frontline teachers can listen, watch and experience and experience “efficient classroom”.
Step 6: Classroom practice. According to the study of going out, self-reflection, and practice in the classroom, each teacher gradually explores the classroom teaching model that conforms to our school, and continuously carries out classroom teaching practice; explores, improves, and improves in teaching.
The third level: class teacher and teaching and research team leader level
Step 7: The class teacher will. How to properly allocate and evaluate the system of 7-8 groups in each class, how to establish the system, how to determine the team leader, how to classify the effective classroom and class building, as well as student training, group leader training and guidance.
The eighth step: the teaching and research team leader meeting. How to prepare a tutorial, how to use a tutorial, etc.
Step 9: Communication within the group. Through a period of self-class practice, the head of the teaching and research team is the main one, so that each teacher feels a good class in the previous section, and the school leaders and all members of the group must attend lectures, review, discuss, and revise each person. Teachers have their own classroom highlights.
Step 10: Form the pattern. On the basis of communication within the group, the head of the teaching and research group organized this group meeting to study the new classroom teaching mode of the subject, formulate a new and efficient classroom teaching mode of the subject, and re-enter the classroom practice, revision, and finally form Effective classroom teaching mode.
The fourth level: student level
The eleventh step: the General Assembly mobilized. The conference and class will be distributed. The group is divided, the division of labor is clearly defined, and each has its own duties.
Step 12: Team leader training. All team leaders in each class focused on training. How to learn on their own, how to show on stage, how to guide and supervise students with difficulties, how to maintain group discipline and so on.
Step 13: Promote implementation. After each discipline has formed its own classroom teaching mode, each teaching and research group selects a high-quality teacher to teach the teaching office, and teaches a “disciplinary high-efficiency classroom demonstration class” of the subject. The teaching department unifies the time and organizes all teachers to participate. The subjective high-efficiency classroom demonstration course activities are evaluated and promoted throughout the school to form a relatively uniform and efficient classroom teaching mode.
Step 14: Summary improvement. Each discipline will be summed up on the basis of pilot and promotion in the past, and the materials in the process will be revised, collected and summarized. More problems should be considered and discussed, and positive measures should be taken to continuously improve and improve.
Sub-project implementation, key breakthroughs
1. Focus on team study and study
Basic requirements: Strengthen the collective preparation of lessons, realize resource sharing, and strive to build a school-based teaching and research model of “self-reflection, peer-to-peer, professional leadership, and common improvement”. The specific process is: the individual prepares the lesson, the teacher studies the course standard, teaching materials, guiding case and other reference materials one week in advance, and revise the learning objectives, key points, difficulties and method tips in the guiding case according to the actual situation, and amend the guiding case in the guiding case. Inappropriate links, increase or decrease related content, etc., and write specific guidance, inspiration and point-and-click methods into their own "guide books". Collective lesson preparation: The spokesperson of the center will give lectures, prepare for group discussion, propose amendments, and teachers will modify their “guidance case” according to collective opinions. Second lesson preparation: The individual carefully and carefully revised the "Guidance Case" according to the requirements of the collective lesson preparation.
Main measures: The Academic Affairs Office will strengthen the regular inspections, timely check the electronic publications of the teaching and research groups, carry out the selection of excellent teaching and research groups, excellent exhibitions and exhibitions, and improve the quality of teachers' preparation.
2. Build a reasonable cooperative study group
Basic requirements: Each class should pay attention to the rationality of the structure when constructing the cooperation team. First, the number of groups should be reasonable, and the division of labor should be clear. Generally, 6 people should be appropriate. Too many people are not conducive to the exchange of students and the full display of personal talents. Too few people are not conducive to exchanges and mutual assistance among students. Second, grouping should follow the principle of “homogeneity between groups, heterogeneity within groups, and complementary advantages”. Teachers should be grouped according to the differences in students' knowledge base, learning ability and personality characteristics, so that students with different traits and different levels can be optimally combined so that each group has different numbers of A, B and C. student. This grouping is not only conducive to the complementarity and mutual promotion of students, but also lays a foundation for fair competition among the teams in the whole class. Third, the group members should be dynamic within a certain scope. It can be the exchange or flow of boys and girls between groups, or it can be the exchange or rotation of certain roles between groups, and students can be freely combined according to the needs of the activity theme. This not only makes students feel fresh, but also enhances the interest in cooperative learning. It can also change the status of students in the group for a long time, that is, some students are always in a controlled position, and some students are always in a subordinate position, providing development for each student. Opportunity.
The group members will be elected, the classmates with comprehensive ability of prestige, public foundation, knowledge level and management level will be selected as the group leader, and the team leader of each subject will be selected. As far as possible, each group will have a specific division of labor. There are things to do, and the team leaders at different levels are trained in the concepts, working methods, and organizational coordination skills.
Main measures: Through the analysis and appraisal of test scores, learn advanced grades and subject experience, establish a fierce mechanism, timely summarize and exchange work, establish an effective classroom teaching evaluation mechanism and a student development evaluation system in the school, forming a relatively fixed and A cooperative study group with certain characteristics.
3. Construct a reasonable classroom evaluation mechanism for teachers and students
Basic requirements: Establish a teacher-student evaluation mechanism for efficient classroom teaching, the purpose is to pursue the efficiency of classroom teaching and the common progress and development of teachers and students.
Evaluation of teachers. At the class level, the “Star of Happiness” is selected by the students for the classroom teaching of the teachers every day; the “Happiness Star” of the class is evaluated by the students every week. At the level of the grade group, the weekly and monthly “Happy Stars” are graded according to the evaluation of the teachers.
Evaluation of students. Each class teacher judges "four stars" according to the students' performance: group star, management star, participating star, and wonderful star. Every day, according to the “four stars” judged by the teachers, the students will re-evaluate the daily “four stars” of the class. Each week, the students will select the “four stars” according to the daily “four stars” evaluation results of the class. The grade group is based on the above. The results of the evaluation will select the “four stars” of the grade students every week and month. In this way, students' daily classroom performance is recorded in the growth record, and the past evaluation method for students' single academic performance is changed, and students' development evaluation is paid more attention.
At the end of the period or at the end of the period, through the daily four-star, four-star daily, daily record book, lecture records, regular assessment records, and peacetime patrol feedback records, etc., select the "class change class star", the grade group happiness star, "Star of the grade group curriculum reform." The school will make a display board and be publicized on campus.
Main measures: The Department of Moral Education strengthens daily routine inspections and records and collects data. Through the selection of layers, the teachers and students who participated in the first-line curriculum reform were selected to promote the development of school curriculum reform and promote the quality of school education.
4. Build an efficient classroom basic model
Basic requirements: First, innovative teaching and learning methods in the classroom, give full play to the leading role of teachers, maximize the enthusiasm of students to participate in learning, and guide students to fully participate in the meaningful learning process of autonomy, cooperation and inquiry. , verbally, hands-on, teach students to learn, develop students' ability to think independently, hands-on practice and good study habits. Adhere to the "four people and four nos", that is, all the teachers who can learn by the students do not teach; all the teachers that the students can explore are not guided; the teachers that the students can make are not open; all the students can say, the teachers do not .
The second is to optimize the teaching strategy, use appropriate and effective teaching methods and means, and concentrate on refinement, timely feedback, effective regulation, and effectively improve the effectiveness of teaching activities. Promote "two high efficiency", that is, the efficiency of each student and the efficiency of every minute. Pay attention to every problematic student and pay attention to each student's problem. When you are free, you don't want a student to be busy, busy, disciplined, and good grades. The biggest waste of the school is the waste of class time. In the classroom, it is necessary to let go, but not let go, let the students be independent but not self-discipline, let the students go all out, concentrate, and invest in the whole, and learn with tension and pleasure.
The third is the specific classroom teaching program:
1. Clarify the learning objectives, prepare the textbook knowledge, and exchange and help each other. Operation: Learn the learning objectives on the study case and self-learn the textbook knowledge. The group leader led the group members to further study the knowledge points in the case study and discuss and answer them. The time is about 10 minutes. Steps: Teachers can contact the knowledge learned in the previous section to introduce the key points and objectives of this section; the case can be sent to the students in advance, so that the conscious students can understand the textbook knowledge in advance; the students can be preliminarily checked to make the students develop. Self-awareness of habits; students must learn and answer knowledge on the case, and discuss and answer questions that are not understood. Teachers should inspect and answer questions. Matters needing attention: It is necessary to strengthen the guidance of learning methods, to longitudinally extend and horizontally link knowledge, to form a knowledge structure initially; to cultivate students' cooperative learning skills and discuss learning programs, and gradually form a good "military soldiers, soldiers, soldiers and soldiers" situation.
2, classroom group display, to achieve thinking dialogue. Operation: Students grouped in turn to show, correct each other, summarize and summarize, teachers can supplement in time. The time is about 15 minutes. Steps: Students display in groups, find errors, correct conclusions; teachers explain and ask questions appropriately. Matters needing attention: Let students freely discuss, fully display the knowledge they have learned, expose the problems in the learning process as much as possible, guide students to actively discuss, find out the reasons, correct the answers; teachers explain the comments to be concise and accurate, pay attention to the following questions: No, focus, difficulty, error-prone points, etc., guide students to connect related knowledge into a line, into a system, appropriate extension of knowledge and connection with reality.
3. Summary and reflective evaluation. Operation: When the hall detects the compliance, summarize and reflect on the learning results of this section. The time is about 20 minutes. Steps: Present or issue test questions, students do teacher visits, and feedback in the classroom. Matters needing attention: the exercises should be typical, the number should be moderate, the questions should be reasonably matched, and students at different levels should be considered; students should reflect and summarize the learning results.
Main measures: Carry out classroom teaching observation, exhibition and seminar activities in various disciplines, various academic sections and various types of courses. Organize key teachers to demonstrate classes and other activities. Conduct a comprehensive and effective classroom teaching evaluation activity. There are plans to organize young and middle-aged teachers and key teachers to “go out” and listen to expert classes.
Third, the implementation time
1. Propaganda launch stage: mid-October 20XX---early November.
2. Pilot exploration stage: mid-November----12.
3. Promotion and implementation stage: mid-December - mid-January.
In short, we must continue to strengthen the theoretical study and research on "efficient classrooms", pay attention to the professional guidance of teachers, strengthen the business skills training of teachers, and rely on the "Guidance Study Guide" and "Cooperative Learning Group" to implement quality education. Create an efficient classroom, cultivate students' comprehensive quality, and embark on a road of classroom reform with the characteristics of our school.
Part 3: National Efficient Classroom Implementation Plan
In view of the current situation of classroom teaching methods and low efficiency in our school, in order to fully implement the main status of students, promote classroom teaching reform, and improve the quality of teaching, according to the spirit of the relevant archives of the Municipal Bureau, combined with the actual situation of our school, Building an effective classroom implementation plan.
First, the guiding ideology
Guided by comprehensively implementing the education policy and vigorously promoting quality education, with the goal of deepening education reform and improving the effectiveness of classroom teaching, we will vigorously carry out education reform, teaching and research activities as a carrier, comprehensively enhance teachers' classroom teaching ability, and promote classroom teaching reform. In-depth development, and strive to improve the quality of teaching.
Second, the basic concept
The core of an efficient classroom is the high efficiency of teaching – the pursuit of maximum student development in a limited time;
The efficiency of classroom teaching is reflected in the life classroom - awakening the subjective consciousness of students, implementing the subjective status of students, and promoting the common growth of the wisdom of teachers and students;
The value orientation of an effective classroom is that students achieve comprehensive and harmonious development – efficient classrooms not only enable students to acquire knowledge and skills efficiently, but also focus on processes and methods, emotional attitudes, and values;
Efficient classrooms require constant reflection and innovation – efficient teaching requires teachers to be subjective, innovative, and capable of continuous reflection and exploration, and constantly generate their own educational wisdom;
The form of efficient classroom is the time allocation in the mind of the coaches - the teaching time should not exceed one-half of each class, against the full house, one after the other; the students who participate in the teacher-student interaction should not be less than two-thirds, as far as possible Let more students think, explore, and discuss problems; at least three-quarters of the students in each class benefit significantly, and each student develops.
Third, the basic standards
1. Teaching design is fine. Accurately interpret students and teaching materials, and on the basis of grasping the academic situation, the teaching and teaching resources of teaching materials and teaching resources should be clearly defined, focused, clear and flexible, and the teaching method should be in line with the actual teaching design of students.
2. The lectures are refined and efficient. In response to the students' actual situation, the main line of knowledge is grasped, the lectures are clearly structured, the ideas are clear, the key points are prominent, and the lectures are moderate. Completely abandon the backward teaching method of "full house irrigation" and "one talk to the end". Do three introductory words - the core issues are intensively explained, the way of thinking is elaborate, the doubts are difficult to explain; the three don't talk about - the content that the students have mastered is not spoken, and the lectures will not speak, not talk Do not speak. Under normal circumstances, teachers are taught in 5-10 minutes in a row, and the cumulative lectures in each lesson are no more than 25 minutes. The teacher's intensive lectures, student exercises, teacher-student interactions, etc. are interspersed, and every minute of classroom teaching is sought. Give the most benefit.
3. Play the main role. Strengthen the guidance of learning methods, and strive to change the way students learn, and truly change from accepting learning to autonomous learning. Fully mobilize students' enthusiasm and active participation, give play to the main role of students in teaching, enable students to learn in motivation, encouragement and autonomy, master knowledge and skills, and cultivate innovative and practical abilities.
4. Implementation of layered teaching. According to the differences in students' personality, cognitive ability, and thinking type, stratified design, layered teaching, layered guidance, and stratified training are implemented. Make every student get the most maximized development on the original basis.
5. The relationship between teachers and students is harmonious. There is a pleasant emotional communication and wisdom exchange between teachers and students. The classroom is full of joy, smile, relaxation, harmony, cooperation and interaction. Teachers and students have established a teacher-student relationship of democracy, equality, respect, warmth and understanding. Teachers' affinity and teaching art have a positive impact on students, and more than 90% of students like subject teachers and have a strong interest in learning.
6. The goal of teaching is achieved. Complete teaching tasks and achieve the established teaching goals. The implementation of “two basics”, the completion rate of homework and practice is 100%, the correct rate is more than 75%; master the basic learning methods and get a positive emotional experience, and more than 75% of students have successful joy.
Fourth, the action strategy
1. Unified understanding stage
The administrative leadership, the grade leader, the teaching and research team leader, and the preparation team leader meeting were held to mobilize and discuss the formation of consensus; to convene the faculty and staff meeting to raise awareness and clarify the plan.
2. Create a pilot phase.
The establishment and promotion activities of the “Efficient Classroom New Model”, which aims to improve classroom efficiency, is carried out throughout the school. Organize all teachers to participate in the research activities of the new model of efficient classrooms. Creating activities aim at one goal - low time consumption, high efficiency, light burden, high quality; running through a main line - awakening the student's subjective consciousness, implementing the student's subjective position; achieving three transformations - changing the injection into a heuristic, Passive students passively attend classes as active participation, and change knowledge transfer to three-dimensional emphasis; discard three invalid trainings—invalid questions, ineffective discussions, and ineffective training.
3. Improve the promotion stage
Discuss and rectify on the basis of the second stage; promote to all disciplines on the basis of some disciplines.
4, mode shaping stage
Different types of classes in different disciplines and disciplines form a pattern.
5, reflection improvement stage
Establish an effective teaching reflection mechanism. The school should actively guide and vigorously carry out post-teaching reflection, requiring each teacher to write "Teaching Reflection Notes" after each class and after each unit of teaching, writing a reflection report on each semester; reflections at the school, teaching and research group, and preparation group level; Through multi-faceted reflection and rectification, sublimation is achieved, and the teaching ability and business level of teachers are continuously improved.
Part 4: National Efficient Classroom Implementation Plan
“What is an effective classroom? In the end, there are three 'as far as possible': one is to involve as many students as possible, and the other is to let as many students as possible learn to create an efficient classroom, and to optimize the classroom structure. Appropriate choice of teaching methods, careful design of teaching methods, and careful design of every aspect of teaching.
First, the guiding ideology:
In order to cultivate students' interest in learning, fully mobilize the enthusiasm of students to learn, effectively reduce the burden of students' work, and make students' learning become conscious action, so that every teacher and student can fully experience the joy of teaching and learning and the joy of success. That is to say, students can feel consciously and actively to learn, and completely change the tendency of teachers to focus on knowledge transfer in the past, so that teachers pay more attention to students' learning methods, learning ability, study habits, moral sentiments and value orientation. The cultivation of the teaching content pays more attention to the expansion of knowledge; in the assignment of work, it pays attention to distinguishing the level and arranges the selective operation; in the teaching method, it emphasizes the encouragement and actively uses the motivational language to stimulate the students' curiosity.
Second, the specific content, requirements and operational strategies:
Classroom teaching is based on the "happy and efficient classroom" teaching mode. The core of it is to reflect the organic unity of "leading" and "subject" and realize the harmonious resonance between "teaching" and "learning". The core content of the "Happy and Efficient Classroom" classroom teaching model is mainly reflected in the following five aspects:
1. Optimize the happy atmosphere:
Each class must be affixed with slogans such as “happy, motivating, confident, and successful”. Each team has its own encouraging slogan.
2. Study group division and requirements:
A. Re-arrange the desk. Generally, a group of four people allows the students to form a pair of learning "one-on-one", "one-for-one", and "one-on-one". The support object can be either two people or two people. When grouping, we must consider the learning situation, but also consider the non-intellectual factors of the group members, such as the inward and outward cross-configuration of the personality to fully play the role of the student study group. Each group consists of two deputy heads, the leader is responsible for organizing learning activities, the deputy leader is responsible for the maintenance of discipline, coordinating opportunities for exchanges, answers, and discussions among members of the group, giving opportunities to Zhong Chengsheng and students with learning difficulties. Encourage their confidence in learning. One person per class is recommended as a center spokesperson for each class, and the opinions of the group are communicated in the class. When a member explains his or her understanding and reasoning process to others, other members will evaluate their statements.
B, independent thinking, independent learning
Before the discussion, let each student observe, guess, think, experiment, analyze, circle, point, approve, and plan on the teaching materials, explore problems, solve problems, do high-quality self-study and independent thinking, and demonstrate themselves through the group. Fully expose students' thinking and content mastery, and implement "military soldiers." Encourage students to ask questions, dare to ask questions that are too simple or exceed the students' existing abilities, and cause students to lose interest in learning. If some questions are very simple, the answer can be seen at a glance, but also need to cooperate and explore? Therefore, the questions raised should be valuable and have a certain amount of thinking capacity, and should pay attention to the academic situation, taking into account the degree of acceptance of students.
C, learn to listen and express
In group collaborative learning, each member is required to learn to express and listen. This is a two-way interaction. Teachers should instruct students to fully express their own opinions, while paying attention to listening to other people's opinions, and drawing on the useful things of others' opinions to modify and perfect their understanding. On this basis, a collective opinion is formed. When expressing your opinion, you can use the language: "I think so", "I understand it this way." When expressing the group's opinion, it should be in the language: "The result of our group discussion is this."
Learning to listen is the key to the success of group cooperation. If the organization is not good, it may be different, and it will not reach collective understanding and opinions, forming a situation of full classroom “嗡嗡嗡”.
D. Reform evaluation promotes cooperation.
In the process of group cooperative learning, we emphasize division of labor and cooperation to avoid individual combat. Cooperation must grasp the timing, and should be used when it is really needed. The problem of cooperation should have value in thinking, and it should not be too much. We believe that the following situations can be used for group cooperative learning: new knowledge can be used to allow students to cooperate and explore; encounter problems that everyone wants to solve, and students can cooperate in exploring when there is difficulty; when students' opinions are inconsistent, it is necessary to argue You may wish to explore together and prepare to argue with each other. Group cooperative learning must clearly define the division of labor, fully reflect the individual's position in the group, and let each member of the group “have something to do”, otherwise it will not reflect the “integration” effect of group cooperative learning. Teachers and students guide students to evaluate each link in time, to see which group cooperates with the most tacit understanding, the completion speed is the fastest, and the selection content is the most accurate. Give appropriate recognition to the students who have completed the task. Encourage the team that has completed the task to select an excellent study group in each section, regularly select excellent study groups, excellent group leaders, excellent study pairs, and give appropriate material rewards or spiritual encouragement to the selected winners. Create a dynamic recognition bar above the blackboard and replace it regularly. In addition, in the process of students' cooperative learning, we ask teachers not to be onlookers, not to be outsiders. Teachers should be organizers, guides, and participants in cooperative learning. Teachers must go deep into each group, listen carefully to everyone's speeches, communicate with group members in a timely manner, standardize bad learning behaviors in a timely manner, be good at discovering the spark of students' thinking, promptly eliminate obstacles in learning, and appropriately inspire and guide. Make students learn to be nervous and orderly. Implement a bundled evaluation and assign excellent indicators such as three good students, outstanding members, and excellent class cadres according to the comprehensive scores of each group.
E, exchange sharing. It consists of two parts: one is the exchange of students in the group, each student should express their own views and opinions; the other is the exchange between the group and the group. Under the guidance of the teacher, each group selects a representative to exchange their results. .教師作為評判者，開始並不發表見解，不要急於評價學生的結論是否正確，鼓勵每一個小組都把自己的心得表達出來，以達到交換意見，甚至形成爭論、辯論。最後能辯明白更好，辯不明白教師適時點撥評價。
3、抓“兩條線”：
學生：預習定標→自主探究→合作達標→展示交流→鞏固訓練→整合提高
教師：激趣導入→目標確認→引導探究→互動展示→小結強化→反饋矯正
4、貫徹“三為主”原則：即課堂教學過程中體現“以學為主、以練為5教學模式“六個環節”：即課堂教學過程分為六個主要環節：激趣導入→預習定標→合作達標→互動展示→小結強化→反饋矯正。
、“快樂高效課堂”教學模式的六個環節
1、激趣導入：教師積極創設情境，導入課題。通過創設情境，調動和激發學生自主學習的情緒。
2、預習定標：在教師創設的情境目標的指引下，學生自主學習教材，確定本節學習目標，較複雜的課可由教師和學生共同確認目標。教師編制自學預習題，學生獨立完成。在這個環節中要做到以下幾點：
A、預習題的內容要針對教學的基本目標、基礎性的知識設計。
B、題目要具體明確，可操作性強，保證學生自主預習時能夠獨立完成。
C、預習題的類型要全面，要有識記性的，更要有查找性的、蒐集性的、探索性的，要根據教學要求靈活處理。
D、預習題的形式以自學提綱為宜，可結合備課刻印在導學提綱前面也可以刻在上節導學提綱後面，或根據教學內容採用其他形式。
E、題目難度要有層次性，要適當設計部分選擇性題目，以適用不同層次學生的需要。
F、預習的時間可安排在每一節課開始，也可在上節課末布置成預習性作業讓學生課外完成，但必須有充足的時間。若內容較多可單獨安排預習課。
3、合作達標：在學生自主學習、獨立思考的基礎上，尚不能自行解決的問題，通過“生生互動、師生互動、組組互動”，相互合作，相互交流，共同研討，共同提高。
小組交流，合作提高。即以組為單位交流檢查預習情況。該環節要做到如下幾點。
A、充分發揮小組長指導、檢查、督促作用。
B、充分發揮優生的小師傅作用，積極鼓勵兵教兵，兵強兵。
C、本環節以小組內活動為主，一般不要每組分別重複呈現預習結果，以免浪費時間。
D、為保證學生預習效果，可部分採取小組之間互相抽查的方法使其形成競爭，但時間不要太長。
E、對預習中小組內不能解決的個別疑問，要鼓勵學生提出來，由其他小組幫助解決，集中的問題可由教師統一講解。但是要作到有問題解決問題，沒問題儘快進入下一個環節，不要浪費時間。
目標引導，合作整合。即圍繞教學目標，設計能力套用性問題。通過生生合作、師生合作等形式對零散知識進行整合、梳理。該環節要做到如下幾點。
A、首先公布學習目標。通過認定目標使學生獲得兩種情感體驗。一方面體驗由於預習已經完成了很多任務，獲得成功的快感，另一方面知道還有更高水平的問題需要學習探究，激發其求知的欲望。
B、題目設計必須對準學習目標，必須體現知識的完整性和系統性。
C、題目的分配不一定每組一個問題，多數情況下各個小組應對所有問題都要學習。
D、題目難度要有層次性，以適用不同層次學生的需要。要明確規定某些題目必須由其它小主、以賽為主”的原則。組的組長點名讓學生展示，以激發學困生學習熱情，促進小組內的互幫互助。
4、互動展示：學生可根據教師的分工，把小組合作研究的問題利用各種方式向全班展示，教師隨時進行引導、點撥、強調、提升，以拓寬知識面，加深對知識的理解和運用。在此過程中，應及時對學生及小組的表現加以肯定，增強學生的學習信心。展示交流，體驗成功。即各小組展示學習研究成果，獲得成功情感體驗。該環節注意以下幾個方面。
A、各小組展示學習討論成果，教師及時點評歸納，落實“三講三不講”的要求。指導學生歸納、總結方法規律，形成知識結構。需要記筆記的要做明確強調。避免學生自學的知識片面、零碎、殘缺。
B、要採取措施鼓勵各層次的學生必須都要參與展示，要落實上環節中規定的部分簡單題目由其它小組點名展示的要求，避免優生獨霸課堂。
C、各組展示的問題可以是學習任務的一部分，以節約展示的時間。但任務的分配不要事先告訴學生，以督促各小組在上環節中全面完成學習任務，避免只為展示而學。
D、展示的方式應不拘一格，多種多樣。板書、講解是展示，英語、語文等文科類中背誦、會話也是展示。表演、比賽、小品等等也都可以作為展示的方式。
E、要記錄各小組和學生的表現情況，展開生生、組組之間的競爭，要面向全體開展學生之間評價和教師對學生的評價，使各層次學生獲得成功體驗。
F、特別注意該環節中展示是促進學生學習的手段，絕對不是目的，要走出為活動而活動的的誤區,要不高熱鬧的假問題、假活動。絕對不要為快樂而快樂、為展示而展示。
First, the meaning of efficient classroom:
Classroom teaching is the main channel for implementing quality education, and effective teaching is the fundamental to improve teaching quality. Create an efficient classroom and achieve the goal of “good church science, reduce burdens and increase efficiency”. The curriculum reform has been going on for six years. We have conducted many trainings, and the education and teaching concepts of the teachers have undergone major changes. The teaching methods of teachers and the way students learn are further optimized. How to create an efficient classroom is a big problem that lies in front of us today. As far as classroom teaching is concerned, preparing lessons is the premise. The model is the basis. Learning, guiding and practicing are the core. Student participation is the mainstream. Improving quality is fundamental. Improving teaching quality is the goal. Therefore, efficient classrooms are the most important.
Second, the guiding ideology:
Guided by the "Outline of Education Development Plan", with the principles of scientific development, independent development, and characteristic development, we will continue to promote teachers to improve their own quality, update teaching concepts, change teaching methods, and explore mainstream classroom models that are in line with our school's actual situation. To improve the quality of teaching and promote the overall sustainable development of students, through the typical cultivation, demonstration guidance, mechanism guarantee, and strong promotion, to achieve the most optimal classroom teaching methods and maximize teaching efficiency.
Third, the principles that should be followed in effective classrooms
1. Follow the principle of starting from reality: class must be based on the class situation, based on the student's actual foundation, on the basis of preparing the class, to personalize the deletion of annotations, easy for students to accept, master, and use.
2. Follow the principle of joint participation: Persist in opposing the teacher's full house, you must first learn the post-teaching according to the principle of “learning, guiding, and practicing”, interacting with teachers and students, interacting with students, teachers stepping down the platform, students stepping onto the platform, and participating in teaching activities. .
3. Follow the principles of the “three-dimensional” goal: knowledge and skills, processes and methods, emotions, attitudes and values are the goals that must be achieved in teaching. Every class and every lesson must be reflected, and students' ability can be cultivated from the classroom.
4. Follow the principle of deepening and deepening, step by step: strengthen the research and guidance of learning methods, promote the organic combination of students' "interests, habits, and efficiency", and realize the perfect unity of "intellectuality, emotional intelligence, and academics", not through one day, but through teachers. A little bit of guidance is required to gradually develop an appropriate learning method and good habits.
Fourth, the standard of efficient classroom
Knowledge and skills:
1. Knowledge points are clear, knowledge is concentrated, key points are highlighted, difficult points are broken, and life practices are linked.
2. The teaching goal setting starts from the academic situation and is obviously reflected in the whole process of teaching.
3. The teaching content reflects the basic, practical, and developmental nature, and the student's experience, experience, and participation in the formation process of knowledge.
Process and method
4. Appropriate teaching materials, clear classroom procedures, smooth teaching language, and advanced teaching methods to improve teaching efficiency.
5. Based on the students' study, pay attention to the effectiveness of students' active participation in learning, and the effectiveness of cooperative learning reflects the students' independent development and the development strategy of differential development, and pays attention to the development of all students.
6. Teachers play the role of organizer, instructor, helper, facilitator and collaborator in the teaching process. All the teaching methods used to promote the initiative and enthusiasm of students' learning, and highlight the process of knowledge formation.
7. The content of teaching activities is substantial, flexible and diverse. Students have independent learning, space, and effective teachers are not limited to teaching materials, good at capturing life resources in a timely manner, effectively using educational resources, teacher-student interaction, and generating new knowledge.
8. Develop a behavioral norm for students to learn in class, answer the questions in the correct format and express them accurately. The sound is loud and sound, and it doesn't ruin the classroom atmosphere. The standing posture should be correct, the writing should be neat, and the format should be standardized. Teacher evaluation should be appropriate.
9. Be good at questioning and questioning, motivate students to discover and ask questions, regard students' problems and experiences as the growth point of classroom teaching, promote students' thinking ability and learning ability, and effectively organize students' life, teacher-student interaction and multi-evaluation.
, emotions, attitudes and values
10. The class is full of passion, paying attention to the emotional needs and development of students, paying attention to the dignity of students, and the teachers' emotional reactions to students' good feelings, students' happy learning, easy and orderly harmony, classroom learning becomes the life of students, and the personality is perfect. process
, effect and value
11. Effectively achieve teaching goals, students learn to master new knowledge and skills, and learn to gain.
12. Students are proactive, willing to move their minds, move their mouths, and be hands-on. They are willing to argue, discuss, debate, be active in thinking, speak enthusiastically, have a strong interest in learning, have confidence, and feel the joy of success.
Fifth, the implementation steps:
, cultivating backbones, demonstrating
It is necessary to determine the corresponding subject experiment teachers from the city and county backbone teachers, excellent teachers, "Top Ten" teachers, curriculum reform leaders, and quality teachers at the county level, teaching and research team leaders, and subject leaders. According to the "six-step teaching" mode, the demonstration is guided. It is the last word for experimental teachers to insist on high efficiency. It is necessary to dare to innovate and explore on the basis of the existing model, and to make suggestions for the optimization of the classroom teaching model.
Supervision and evaluation, comprehensive advancement
It is necessary to participate in the “Efficient Classroom” teaching clearance competition activities among the whole school teachers, and to quantify and set the scores as a part of the teaching work as part of the quantification of the teacher performance salary. Supervise all teaching staff, improve the quality of education and teaching from the training and teaching skills.
Third, sum up reflection, improve and deepen
Teaching is an art, it is science, and it needs constant reflection and improvement. Vigorously commend teachers with outstanding performance, of course, also to criticize some teachers who are passive and slack, do nothing, promote rectification, counterattack, and finally achieve the standard. The 20XX-20XX school year is a key year for creating efficient classrooms in xx countries. I hope that all teachers will strengthen their understanding, correct their attitude, and actively practice. The school should speak every day, Zhou Zhoujue, and the month summary, forming an atmosphere of “taking effective classrooms as honor”. At the same time, it is necessary to increase the weight and intensity of teacher effectiveness assessment, and incorporate this into the school teaching quality evaluation system, which is linked to teacher performance, professional title and evaluation. It is also necessary to strengthen the class evaluation class, especially the leadership to take the lead in class, more lectures, diligent evaluation classes, to be the leader of efficient classrooms, and boosters.
Efficient classroom construction is related to the development of high-grade schools, high-level development of teachers, and high IQ development of students. Benefits are in the long run. Only by persevering in the usual grasp and grasping the details can we effectively change the inefficiency of our classrooms, so that the quality of education and teaching can be further improved, distinctive and brilliant.
Part 2: National Efficient Classroom Implementation Plan
First, the guiding ideology
In view of the current situation of classroom teaching methods and low efficiency, in order to fully implement the students' subject status, stimulate students' self-confidence and tap the potential of students, adopt the new curriculum concept of “independence, cooperation and inquiry” to learn and draw on the “Dulangkou teaching mode”. "And the experience of curriculum reform in the brother school, further deepen the classroom teaching reform, improve the quality of education and teaching and comprehensively implement quality education. According to the archives spirit of the superior department, combined with the actual situation of our school, we have specially formulated our school to build an effective classroom implementation plan.
Second, the implementation plan
Strengthen leadership and improve organization
In order to strengthen leadership, ensure the smooth development of classroom teaching reform and achieve remarkable results, our school has established an effective classroom reform leadership group and working group.
1. Leading group:
Team leader: Wang Liangcheng
Deputy leader: Zhao Jiaxiang
Members: Hu Deming, Zhang Yousheng, Shi Limin
2. Working group:
Team leader: Zhao Jiaxiang
Deputy Team Leader: Hu Deming
Group members: Zhang Yousheng, Shi Limin, Hu Liang, Mu Mingshun, Zhong Ming, and head teacher and teaching and research team leader
Establish goals and clear ideas
Work Objective: To build a classroom that is “happy, confident, efficient, and light”.
Basic idea: Guided by the concept of “effective teaching, promoting efficient learning”, through the practical strategies of “learning, practicing, communicating, cooperating, reflecting, improving and improving”, improve the design, implementation, evaluation and reflection of teachers. ability. Efforts to explore the normal teaching conditions, how to improve students' learning ability, cultivate students' courage, publicize students' individuality, lay the students' self-confidence, and realize effective teaching methods and strategies for three-dimensional goals.
Learning propaganda, unified understanding
Extensive publicity and mobilization through various forms to prepare for the activities. On the one hand, theoretical study, organize all teachers to carry out effective classroom training, in-depth study of efficient classroom teaching theory, correctly understand and grasp the law and basic methods of efficient classroom teaching; on the other hand, carry out lectures on specific operational levels, take "please come in" Or “going out” and other methods, conscientiously study and practice the advanced curriculum reform experience of foreign schools, and deeply understand the teaching mode of “efficient classrooms” in different disciplines, and clarify the specific teaching process in the efficient classroom.
Carefully organized and solidly promoted
Our “Building Efficient Classroom” activities are implemented in the following four levels, fourteen steps and requirements:
The first level: leadership level
The first step: a reasonable division of labor. On the basis of learning and learning from the experience of pilot school reform in the district, combined with the actual work of various departments, the general division of labor: Wang Liangcheng, principal: overall responsibility, regulation and control; President Zhao Jiaxiang: implementation of system construction and coordination management in efficient classroom work; Director Hu Deming : How to operate in the classroom; Director Zhang Yousheng: How to formulate the implementation plan and how to guide the study; Shili Democrats: how to build a cooperative study group, class building, teacher and student evaluation issues, etc.
The second step: going out to study. The members of the leading group went to the curriculum reform pilot school to study and study, combined with the prior division of labor, each person focused on learning related content, such as the preparation of the guidance program, the teaching process, the allocation of the cooperative study group, the establishment of the evaluation mechanism, the establishment of the system and the implementation of efficient classroom management, Consulting research, etc.
The third step: personal reflection. After going to several pilot school reform schools, on the basis of earnestly studying their experience, combined with the prior division of labor and their own work, they gradually explored and developed an effective classroom teaching model suitable for our school.
The second level: the teacher level
The fourth step: mobilization throughout the school. Using the faculty and staff meeting to analyze the current facts such as the current situation of our school and the background of the current education reform, compare the advantages and disadvantages of traditional classrooms and efficient classrooms, conscientiously study and publicize the "Dulangkou classroom teaching mode", and watch the "efficient classroom" Video and more.
Step 5: Take “going out”, “please come in”, listen to special lectures, conduct training, etc., so that all frontline teachers can listen, watch and experience and experience “efficient classroom”.
Step 6: Classroom practice. According to the study of going out, self-reflection, and practice in the classroom, each teacher gradually explores the classroom teaching model that conforms to our school, and continuously carries out classroom teaching practice; explores, improves, and improves in teaching.
The third level: class teacher and teaching and research team leader level
Step 7: The class teacher will. How to properly allocate and evaluate the system of 7-8 groups in each class, how to establish the system, how to determine the team leader, how to classify the effective classroom and class building, as well as student training, group leader training and guidance.
The eighth step: the teaching and research team leader meeting. How to prepare a tutorial, how to use a tutorial, etc.
Step 9: Communication within the group. Through a period of self-class practice, the head of the teaching and research team is the main one, so that each teacher feels a good class in the previous section, and the school leaders and all members of the group must attend lectures, review, discuss, and revise each person. Teachers have their own classroom highlights.
Step 10: Form the pattern. On the basis of communication within the group, the head of the teaching and research group organized this group meeting to study the new classroom teaching mode of the subject, formulate a new and efficient classroom teaching mode of the subject, and re-enter the classroom practice, revision, and finally form Effective classroom teaching mode.
The fourth level: student level
The eleventh step: the General Assembly mobilized. The conference and class will be distributed. The group is divided, the division of labor is clearly defined, and each has its own duties.
Step 12: Team leader training. All team leaders in each class focused on training. How to learn on their own, how to show on stage, how to guide and supervise students with difficulties, how to maintain group discipline and so on.
Step 13: Promote implementation. After each discipline has formed its own classroom teaching mode, each teaching and research group selects a high-quality teacher to teach the teaching office, and teaches a “disciplinary high-efficiency classroom demonstration class” of the subject. The teaching department unifies the time and organizes all teachers to participate. The subjective high-efficiency classroom demonstration course activities are evaluated and promoted throughout the school to form a relatively uniform and efficient classroom teaching mode.
Step 14: Summary improvement. Each discipline will be summed up on the basis of pilot and promotion in the past, and the materials in the process will be revised, collected and summarized. More problems should be considered and discussed, and positive measures should be taken to continuously improve and improve.
Sub-project implementation, key breakthroughs
1. Focus on team study and study
Basic requirements: Strengthen the collective preparation of lessons, realize resource sharing, and strive to build a school-based teaching and research model of “self-reflection, peer-to-peer, professional leadership, and common improvement”. The specific process is: the individual prepares the lesson, the teacher studies the course standard, teaching materials, guiding case and other reference materials one week in advance, and revise the learning objectives, key points, difficulties and method tips in the guiding case according to the actual situation, and amend the guiding case in the guiding case. Inappropriate links, increase or decrease related content, etc., and write specific guidance, inspiration and point-and-click methods into their own "guide books". Collective lesson preparation: The spokesperson of the center will give lectures, prepare for group discussion, propose amendments, and teachers will modify their “guidance case” according to collective opinions. Second lesson preparation: The individual carefully and carefully revised the "Guidance Case" according to the requirements of the collective lesson preparation.
Main measures: The Academic Affairs Office will strengthen the regular inspections, timely check the electronic publications of the teaching and research groups, carry out the selection of excellent teaching and research groups, excellent exhibitions and exhibitions, and improve the quality of teachers' preparation.
2. Build a reasonable cooperative study group
Basic requirements: Each class should pay attention to the rationality of the structure when constructing the cooperation team. First, the number of groups should be reasonable, and the division of labor should be clear. Generally, 6 people should be appropriate. Too many people are not conducive to the exchange of students and the full display of personal talents. Too few people are not conducive to exchanges and mutual assistance among students. Second, grouping should follow the principle of “homogeneity between groups, heterogeneity within groups, and complementary advantages”. Teachers should be grouped according to the differences in students' knowledge base, learning ability and personality characteristics, so that students with different traits and different levels can be optimally combined so that each group has different numbers of A, B and C. student. This grouping is not only conducive to the complementarity and mutual promotion of students, but also lays a foundation for fair competition among the teams in the whole class. Third, the group members should be dynamic within a certain scope. It can be the exchange or flow of boys and girls between groups, or it can be the exchange or rotation of certain roles between groups, and students can be freely combined according to the needs of the activity theme. This not only makes students feel fresh, but also enhances the interest in cooperative learning. It can also change the status of students in the group for a long time, that is, some students are always in a controlled position, and some students are always in a subordinate position, providing development for each student. Opportunity.
The group members will be elected, the classmates with comprehensive ability of prestige, public foundation, knowledge level and management level will be selected as the group leader, and the team leader of each subject will be selected. As far as possible, each group will have a specific division of labor. There are things to do, and the team leaders at different levels are trained in the concepts, working methods, and organizational coordination skills.
Main measures: Through the analysis and appraisal of test scores, learn advanced grades and subject experience, establish a fierce mechanism, timely summarize and exchange work, establish an effective classroom teaching evaluation mechanism and a student development evaluation system in the school, forming a relatively fixed and A cooperative study group with certain characteristics.
3. Construct a reasonable classroom evaluation mechanism for teachers and students
Basic requirements: Establish a teacher-student evaluation mechanism for efficient classroom teaching, the purpose is to pursue the efficiency of classroom teaching and the common progress and development of teachers and students.
Evaluation of teachers. At the class level, the “Star of Happiness” is selected by the students for the classroom teaching of the teachers every day; the “Happiness Star” of the class is evaluated by the students every week. At the level of the grade group, the weekly and monthly “Happy Stars” are graded according to the evaluation of the teachers.
Evaluation of students. Each class teacher judges "four stars" according to the students' performance: group star, management star, participating star, and wonderful star. Every day, according to the “four stars” judged by the teachers, the students will re-evaluate the daily “four stars” of the class. Each week, the students will select the “four stars” according to the daily “four stars” evaluation results of the class. The grade group is based on the above. The results of the evaluation will select the “four stars” of the grade students every week and month. In this way, students' daily classroom performance is recorded in the growth record, and the past evaluation method for students' single academic performance is changed, and students' development evaluation is paid more attention.
At the end of the period or at the end of the period, through the daily four-star, four-star daily, daily record book, lecture records, regular assessment records, and peacetime patrol feedback records, etc., select the "class change class star", the grade group happiness star, "Star of the grade group curriculum reform." The school will make a display board and be publicized on campus.
Main measures: The Department of Moral Education strengthens daily routine inspections and records and collects data. Through the selection of layers, the teachers and students who participated in the first-line curriculum reform were selected to promote the development of school curriculum reform and promote the quality of school education.
4. Build an efficient classroom basic model
Basic requirements: First, innovative teaching and learning methods in the classroom, give full play to the leading role of teachers, maximize the enthusiasm of students to participate in learning, and guide students to fully participate in the meaningful learning process of autonomy, cooperation and inquiry. , verbally, hands-on, teach students to learn, develop students' ability to think independently, hands-on practice and good study habits. Adhere to the "four people and four nos", that is, all the teachers who can learn by the students do not teach; all the teachers that the students can explore are not guided; the teachers that the students can make are not open; all the students can say, the teachers do not .
The second is to optimize the teaching strategy, use appropriate and effective teaching methods and means, and concentrate on refinement, timely feedback, effective regulation, and effectively improve the effectiveness of teaching activities. Promote "two high efficiency", that is, the efficiency of each student and the efficiency of every minute. Pay attention to every problematic student and pay attention to each student's problem. When you are free, you don't want a student to be busy, busy, disciplined, and good grades. The biggest waste of the school is the waste of class time. In the classroom, it is necessary to let go, but not let go, let the students be independent but not self-discipline, let the students go all out, concentrate, and invest in the whole, and learn with tension and pleasure.
The third is the specific classroom teaching program:
1. Clarify the learning objectives, prepare the textbook knowledge, and exchange and help each other. Operation: Learn the learning objectives on the study case and self-learn the textbook knowledge. The group leader led the group members to further study the knowledge points in the case study and discuss and answer them. The time is about 10 minutes. Steps: Teachers can contact the knowledge learned in the previous section to introduce the key points and objectives of this section; the case can be sent to the students in advance, so that the conscious students can understand the textbook knowledge in advance; the students can be preliminarily checked to make the students develop. Self-awareness of habits; students must learn and answer knowledge on the case, and discuss and answer questions that are not understood. Teachers should inspect and answer questions. Matters needing attention: It is necessary to strengthen the guidance of learning methods, to longitudinally extend and horizontally link knowledge, to form a knowledge structure initially; to cultivate students' cooperative learning skills and discuss learning programs, and gradually form a good "military soldiers, soldiers, soldiers and soldiers" situation.
2, classroom group display, to achieve thinking dialogue. Operation: Students grouped in turn to show, correct each other, summarize and summarize, teachers can supplement in time. The time is about 15 minutes. Steps: Students display in groups, find errors, correct conclusions; teachers explain and ask questions appropriately. Matters needing attention: Let students freely discuss, fully display the knowledge they have learned, expose the problems in the learning process as much as possible, guide students to actively discuss, find out the reasons, correct the answers; teachers explain the comments to be concise and accurate, pay attention to the following questions: No, focus, difficulty, error-prone points, etc., guide students to connect related knowledge into a line, into a system, appropriate extension of knowledge and connection with reality.
3. Summary and reflective evaluation. Operation: When the hall detects the compliance, summarize and reflect on the learning results of this section. The time is about 20 minutes. Steps: Present or issue test questions, students do teacher visits, and feedback in the classroom. Matters needing attention: the exercises should be typical, the number should be moderate, the questions should be reasonably matched, and students at different levels should be considered; students should reflect and summarize the learning results.
Main measures: Carry out classroom teaching observation, exhibition and seminar activities in various disciplines, various academic sections and various types of courses. Organize key teachers to demonstrate classes and other activities. Conduct a comprehensive and effective classroom teaching evaluation activity. There are plans to organize young and middle-aged teachers and key teachers to “go out” and listen to expert classes.
Third, the implementation time
1. Propaganda launch stage: mid-October 20XX---early November.
2. Pilot exploration stage: mid-November----12.
3. Promotion and implementation stage: mid-December - mid-January.
In short, we must continue to strengthen the theoretical study and research on "efficient classrooms", pay attention to the professional guidance of teachers, strengthen the business skills training of teachers, and rely on the "Guidance Study Guide" and "Cooperative Learning Group" to implement quality education. Create an efficient classroom, cultivate students' comprehensive quality, and embark on a road of classroom reform with the characteristics of our school.
Part 3: National Efficient Classroom Implementation Plan
In view of the current situation of classroom teaching methods and low efficiency in our school, in order to fully implement the main status of students, promote classroom teaching reform, and improve the quality of teaching, according to the spirit of the relevant archives of the Municipal Bureau, combined with the actual situation of our school, Building an effective classroom implementation plan.
First, the guiding ideology
Guided by comprehensively implementing the education policy and vigorously promoting quality education, with the goal of deepening education reform and improving the effectiveness of classroom teaching, we will vigorously carry out education reform, teaching and research activities as a carrier, comprehensively enhance teachers' classroom teaching ability, and promote classroom teaching reform. In-depth development, and strive to improve the quality of teaching.
Second, the basic concept
The core of an efficient classroom is the high efficiency of teaching – the pursuit of maximum student development in a limited time;
The efficiency of classroom teaching is reflected in the life classroom - awakening the subjective consciousness of students, implementing the subjective status of students, and promoting the common growth of the wisdom of teachers and students;
The value orientation of an effective classroom is that students achieve comprehensive and harmonious development – efficient classrooms not only enable students to acquire knowledge and skills efficiently, but also focus on processes and methods, emotional attitudes, and values;
Efficient classrooms require constant reflection and innovation – efficient teaching requires teachers to be subjective, innovative, and capable of continuous reflection and exploration, and constantly generate their own educational wisdom;
The form of efficient classroom is the time allocation in the mind of the coaches - the teaching time should not exceed one-half of each class, against the full house, one after the other; the students who participate in the teacher-student interaction should not be less than two-thirds, as far as possible Let more students think, explore, and discuss problems; at least three-quarters of the students in each class benefit significantly, and each student develops.
Third, the basic standards
1. Teaching design is fine. Accurately interpret students and teaching materials, and on the basis of grasping the academic situation, the teaching and teaching resources of teaching materials and teaching resources should be clearly defined, focused, clear and flexible, and the teaching method should be in line with the actual teaching design of students.
2. The lectures are refined and efficient. In response to the students' actual situation, the main line of knowledge is grasped, the lectures are clearly structured, the ideas are clear, the key points are prominent, and the lectures are moderate. Completely abandon the backward teaching method of "full house irrigation" and "one talk to the end". Do three introductory words - the core issues are intensively explained, the way of thinking is elaborate, the doubts are difficult to explain; the three don't talk about - the content that the students have mastered is not spoken, and the lectures will not speak, not talk Do not speak. Under normal circumstances, teachers are taught in 5-10 minutes in a row, and the cumulative lectures in each lesson are no more than 25 minutes. The teacher's intensive lectures, student exercises, teacher-student interactions, etc. are interspersed, and every minute of classroom teaching is sought. Give the most benefit.
3. Play the main role. Strengthen the guidance of learning methods, and strive to change the way students learn, and truly change from accepting learning to autonomous learning. Fully mobilize students' enthusiasm and active participation, give play to the main role of students in teaching, enable students to learn in motivation, encouragement and autonomy, master knowledge and skills, and cultivate innovative and practical abilities.
4. Implementation of layered teaching. According to the differences in students' personality, cognitive ability, and thinking type, stratified design, layered teaching, layered guidance, and stratified training are implemented. Make every student get the most maximized development on the original basis.
5. The relationship between teachers and students is harmonious. There is a pleasant emotional communication and wisdom exchange between teachers and students. The classroom is full of joy, smile, relaxation, harmony, cooperation and interaction. Teachers and students have established a teacher-student relationship of democracy, equality, respect, warmth and understanding. Teachers' affinity and teaching art have a positive impact on students, and more than 90% of students like subject teachers and have a strong interest in learning.
6. The goal of teaching is achieved. Complete teaching tasks and achieve the established teaching goals. The implementation of “two basics”, the completion rate of homework and practice is 100%, the correct rate is more than 75%; master the basic learning methods and get a positive emotional experience, and more than 75% of students have successful joy.
Fourth, the action strategy
1. Unified understanding stage
The administrative leadership, the grade leader, the teaching and research team leader, and the preparation team leader meeting were held to mobilize and discuss the formation of consensus; to convene the faculty and staff meeting to raise awareness and clarify the plan.
2. Create a pilot phase.
The establishment and promotion activities of the “Efficient Classroom New Model”, which aims to improve classroom efficiency, is carried out throughout the school. Organize all teachers to participate in the research activities of the new model of efficient classrooms. Creating activities aim at one goal - low time consumption, high efficiency, light burden, high quality; running through a main line - awakening the student's subjective consciousness, implementing the student's subjective position; achieving three transformations - changing the injection into a heuristic, Passive students passively attend classes as active participation, and change knowledge transfer to three-dimensional emphasis; discard three invalid trainings—invalid questions, ineffective discussions, and ineffective training.
3. Improve the promotion stage
Discuss and rectify on the basis of the second stage; promote to all disciplines on the basis of some disciplines.
4, mode shaping stage
Different types of classes in different disciplines and disciplines form a pattern.
5, reflection improvement stage
Establish an effective teaching reflection mechanism. The school should actively guide and vigorously carry out post-teaching reflection, requiring each teacher to write "Teaching Reflection Notes" after each class and after each unit of teaching, writing a reflection report on each semester; reflections at the school, teaching and research group, and preparation group level; Through multi-faceted reflection and rectification, sublimation is achieved, and the teaching ability and business level of teachers are continuously improved.
Part 4: National Efficient Classroom Implementation Plan
“What is an effective classroom? In the end, there are three 'as far as possible': one is to involve as many students as possible, and the other is to let as many students as possible learn to create an efficient classroom, and to optimize the classroom structure. Appropriate choice of teaching methods, careful design of teaching methods, and careful design of every aspect of teaching.
First, the guiding ideology:
In order to cultivate students' interest in learning, fully mobilize the enthusiasm of students to learn, effectively reduce the burden of students' work, and make students' learning become conscious action, so that every teacher and student can fully experience the joy of teaching and learning and the joy of success. That is to say, students can feel consciously and actively to learn, and completely change the tendency of teachers to focus on knowledge transfer in the past, so that teachers pay more attention to students' learning methods, learning ability, study habits, moral sentiments and value orientation. The cultivation of the teaching content pays more attention to the expansion of knowledge; in the assignment of work, it pays attention to distinguishing the level and arranges the selective operation; in the teaching method, it emphasizes the encouragement and actively uses the motivational language to stimulate the students' curiosity.
Second, the specific content, requirements and operational strategies:
Classroom teaching is based on the "happy and efficient classroom" teaching mode. The core of it is to reflect the organic unity of "leading" and "subject" and realize the harmonious resonance between "teaching" and "learning". The core content of the "Happy and Efficient Classroom" classroom teaching model is mainly reflected in the following five aspects:
1. Optimize the happy atmosphere:
Each class must be affixed with slogans such as “happy, motivating, confident, and successful”. Each team has its own encouraging slogan.
2. Study group division and requirements:
A. Re-arrange the desk. Generally, a group of four people allows the students to form a pair of learning "one-on-one", "one-for-one", and "one-on-one". The support object can be either two people or two people. When grouping, we must consider the learning situation, but also consider the non-intellectual factors of the group members, such as the inward and outward cross-configuration of the personality to fully play the role of the student study group. Each group consists of two deputy heads, the leader is responsible for organizing learning activities, the deputy leader is responsible for the maintenance of discipline, coordinating opportunities for exchanges, answers, and discussions among members of the group, giving opportunities to Zhong Chengsheng and students with learning difficulties. Encourage their confidence in learning. One person per class is recommended as a center spokesperson for each class, and the opinions of the group are communicated in the class. When a member explains his or her understanding and reasoning process to others, other members will evaluate their statements.
B, independent thinking, independent learning
Before the discussion, let each student observe, guess, think, experiment, analyze, circle, point, approve, and plan on the teaching materials, explore problems, solve problems, do high-quality self-study and independent thinking, and demonstrate themselves through the group. Fully expose students' thinking and content mastery, and implement "military soldiers." Encourage students to ask questions, dare to ask questions that are too simple or exceed the students' existing abilities, and cause students to lose interest in learning. If some questions are very simple, the answer can be seen at a glance, but also need to cooperate and explore? Therefore, the questions raised should be valuable and have a certain amount of thinking capacity, and should pay attention to the academic situation, taking into account the degree of acceptance of students.
C, learn to listen and express
In group collaborative learning, each member is required to learn to express and listen. This is a two-way interaction. Teachers should instruct students to fully express their own opinions, while paying attention to listening to other people's opinions, and drawing on the useful things of others' opinions to modify and perfect their understanding. On this basis, a collective opinion is formed. When expressing your opinion, you can use the language: "I think so", "I understand it this way." When expressing the group's opinion, it should be in the language: "The result of our group discussion is this."
Learning to listen is the key to the success of group cooperation. If the organization is not good, it may be different, and it will not reach collective understanding and opinions, forming a situation of full classroom “嗡嗡嗡”.
D. Reform evaluation promotes cooperation.
In the process of group cooperative learning, we emphasize division of labor and cooperation to avoid individual combat. Cooperation must grasp the timing, and should be used when it is really needed. The problem of cooperation should have value in thinking, and it should not be too much. We believe that the following situations can be used for group cooperative learning: new knowledge can be used to allow students to cooperate and explore; encounter problems that everyone wants to solve, and students can cooperate in exploring when there is difficulty; when students' opinions are inconsistent, it is necessary to argue You may wish to explore together and prepare to argue with each other. Group cooperative learning must clearly define the division of labor, fully reflect the individual's position in the group, and let each member of the group “have something to do”, otherwise it will not reflect the “integration” effect of group cooperative learning. Teachers and students guide students to evaluate each link in time, to see which group cooperates with the most tacit understanding, the completion speed is the fastest, and the selection content is the most accurate. Give appropriate recognition to the students who have completed the task. Encourage the team that has completed the task to select an excellent study group in each section, regularly select excellent study groups, excellent group leaders, excellent study pairs, and give appropriate material rewards or spiritual encouragement to the selected winners. Create a dynamic recognition bar above the blackboard and replace it regularly. In addition, in the process of students' cooperative learning, we ask teachers not to be onlookers, not to be outsiders. Teachers should be organizers, guides, and participants in cooperative learning. Teachers must go deep into each group, listen carefully to everyone's speeches, communicate with group members in a timely manner, standardize bad learning behaviors in a timely manner, be good at discovering the spark of students' thinking, promptly eliminate obstacles in learning, and appropriately inspire and guide. Make students learn to be nervous and orderly. Implement a bundled evaluation and assign excellent indicators such as three good students, outstanding members, and excellent class cadres according to the comprehensive scores of each group.
E, exchange sharing. It consists of two parts: one is the exchange of students in the group, each student should express their own views and opinions; the other is the exchange between the group and the group. Under the guidance of the teacher, each group selects a representative to exchange their results. .教師作為評判者，開始並不發表見解，不要急於評價學生的結論是否正確，鼓勵每一個小組都把自己的心得表達出來，以達到交換意見，甚至形成爭論、辯論。最後能辯明白更好，辯不明白教師適時點撥評價。
3、抓“兩條線”：
學生：預習定標→自主探究→合作達標→展示交流→鞏固訓練→整合提高
教師：激趣導入→目標確認→引導探究→互動展示→小結強化→反饋矯正
4、貫徹“三為主”原則：即課堂教學過程中體現“以學為主、以練為5教學模式“六個環節”：即課堂教學過程分為六個主要環節：激趣導入→預習定標→合作達標→互動展示→小結強化→反饋矯正。
、“快樂高效課堂”教學模式的六個環節
1、激趣導入：教師積極創設情境，導入課題。通過創設情境，調動和激發學生自主學習的情緒。
2、預習定標：在教師創設的情境目標的指引下，學生自主學習教材，確定本節學習目標，較複雜的課可由教師和學生共同確認目標。教師編制自學預習題，學生獨立完成。在這個環節中要做到以下幾點：
A、預習題的內容要針對教學的基本目標、基礎性的知識設計。
B、題目要具體明確，可操作性強，保證學生自主預習時能夠獨立完成。
C、預習題的類型要全面，要有識記性的，更要有查找性的、蒐集性的、探索性的，要根據教學要求靈活處理。
D、預習題的形式以自學提綱為宜，可結合備課刻印在導學提綱前面也可以刻在上節導學提綱後面，或根據教學內容採用其他形式。
E、題目難度要有層次性，要適當設計部分選擇性題目，以適用不同層次學生的需要。
F、預習的時間可安排在每一節課開始，也可在上節課末布置成預習性作業讓學生課外完成，但必須有充足的時間。若內容較多可單獨安排預習課。
3、合作達標：在學生自主學習、獨立思考的基礎上，尚不能自行解決的問題，通過“生生互動、師生互動、組組互動”，相互合作，相互交流，共同研討，共同提高。
小組交流，合作提高。即以組為單位交流檢查預習情況。該環節要做到如下幾點。
A、充分發揮小組長指導、檢查、督促作用。
B、充分發揮優生的小師傅作用，積極鼓勵兵教兵，兵強兵。
C、本環節以小組內活動為主，一般不要每組分別重複呈現預習結果，以免浪費時間。
D、為保證學生預習效果，可部分採取小組之間互相抽查的方法使其形成競爭，但時間不要太長。
E、對預習中小組內不能解決的個別疑問，要鼓勵學生提出來，由其他小組幫助解決，集中的問題可由教師統一講解。但是要作到有問題解決問題，沒問題儘快進入下一個環節，不要浪費時間。
目標引導，合作整合。即圍繞教學目標，設計能力套用性問題。通過生生合作、師生合作等形式對零散知識進行整合、梳理。該環節要做到如下幾點。
A、首先公布學習目標。通過認定目標使學生獲得兩種情感體驗。一方面體驗由於預習已經完成了很多任務，獲得成功的快感，另一方面知道還有更高水平的問題需要學習探究，激發其求知的欲望。
B、題目設計必須對準學習目標，必須體現知識的完整性和系統性。
C、題目的分配不一定每組一個問題，多數情況下各個小組應對所有問題都要學習。
D、題目難度要有層次性，以適用不同層次學生的需要。要明確規定某些題目必須由其它小主、以賽為主”的原則。組的組長點名讓學生展示，以激發學困生學習熱情，促進小組內的互幫互助。
4、互動展示：學生可根據教師的分工，把小組合作研究的問題利用各種方式向全班展示，教師隨時進行引導、點撥、強調、提升，以拓寬知識面，加深對知識的理解和運用。在此過程中，應及時對學生及小組的表現加以肯定，增強學生的學習信心。展示交流，體驗成功。即各小組展示學習研究成果，獲得成功情感體驗。該環節注意以下幾個方面。
A、各小組展示學習討論成果，教師及時點評歸納，落實“三講三不講”的要求。指導學生歸納、總結方法規律，形成知識結構。需要記筆記的要做明確強調。避免學生自學的知識片面、零碎、殘缺。
B、要採取措施鼓勵各層次的學生必須都要參與展示，要落實上環節中規定的部分簡單題目由其它小組點名展示的要求，避免優生獨霸課堂。
C、各組展示的問題可以是學習任務的一部分，以節約展示的時間。但任務的分配不要事先告訴學生，以督促各小組在上環節中全面完成學習任務，避免只為展示而學。
D、展示的方式應不拘一格，多種多樣。板書、講解是展示，英語、語文等文科類中背誦、會話也是展示。表演、比賽、小品等等也都可以作為展示的方式。
E、要記錄各小組和學生的表現情況，展開生生、組組之間的競爭，要面向全體開展學生之間評價和教師對學生的評價，使各層次學生獲得成功體驗。
F、特別注意該環節中展示是促進學生學習的手段，絕對不是目的，要走出為活動而活動的的誤區,要不高熱鬧的假問題、假活動。絕對不要為快樂而快樂、為展示而展示。
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