Middle school curriculum reform implementation plan
Part 1: Implementation plan for middle school curriculum reform
First, the curriculum reform
According to our curriculum reform, four classes have been carried out for one year and have achieved initial results. For example, the first seven-one language test was the sixth in the town, and the final exam was the first in the town. The original seven-fourth English-language exam was the fifth in the town. At the end of the period, one of the outstanding results was obtained. The original six or three classes of Chinese language school The fourth place in the exam, the first grade in the final exam... As for how to change, it is the principal's business; if you don't change it, it is a problem of understanding; the degree of change is a problem of learning."
Second, management issues
1. Discipline. Clearly ask the students. Self-directed learning does not look up, cooperative learning does not speak loudly, and shows that communication does not open up and so on.
2, the atmosphere. The atmosphere in the classroom is one of the keys to successful group learning. To create a good atmosphere for cooperation, students are willing to cooperate, and they are willing to ask questions and explore problems. They should conduct class-building activities, such as arranging such slogans in the classroom: “Listen to others’ speeches” and “Everyone participates”. "The first is the first" "I don't think, so I have confusion; I don't ask, so I don't have it; I don't ask, I don't know," "No more than intelligence." The class declaration is screaming every day, and the mind is baptized every day.
3. Train the students' methods and requirements, the location of other students, and the participation methods.
Third, the group problem
1. Class students can be divided into 6-8 groups, and there are not many groups. This is convenient for class management and easy for students to display.
2. Each group will set up a team leader and representatives of various subjects. The group is named by the students themselves. The team members can specify the serial number and the question board is easy to use.
3, self-management, group affairs management, team members have something to do, some management chalk box blackboard eraser, some responsible for managing discipline health, some responsible for managing self-study discipline, some management display glory, responsible for inspection violations, etc. .
4. Arrange the team members to help each other and achieve the match between the team and the team.
5. Regularly evaluate the group: “Study first group”, “excellent study group”, speech model, show expert, self-learning model, class star, learning pace, class competition, segment test goal...
Fourth, the time problem
1. Classroom study time is prescribed for each time the preview and presentation are performed, and then relaxed within the prescribed time. When the time of the class is not limited.
2, the teacher's speech should be simple, and the expression is refined. Described in a few words, not as good as a sentence, you can also use a word to express, preferably a "word." The teacher’s words can only be said by the students.
Fifth, the preliminary mode of the classroom
Three modules: self-learning, display communication, and the standard in the classroom. "Self-learning, display and communication, and meeting the standards" is the overall requirement of classroom teaching. "Self-learning" looks at the transformation of teaching ideas. "Showing communication" is the choice of teaching methods. "Donning in the hall" is the embodiment of the effect.
Basic teaching links: Guided guidance---Showing exchanges---Speaking and refining---Feedback evaluation---Expanding and improving---Compliance testing.
The general classroom teaching can be divided into four periods, which can test the effect of previewing; submit the pre-study problem, the students' self-inquiry; the teacher guides the interpretation; the classroom test reaches the standard and arranges the homework after class. In principle, each link is about 10 minutes. The teacher's teaching should not exceed half of the class time, the effect test should be no less than 10 minutes, and no class can break through. 1
1. Pre-classes and presentations. For the process of the presentation class: one step of fun introduction, preview check, second, cooperative inquiry, display exchange, three, inventory harvest, and the standard in the hall.
2. During the exhibition, students can ask some students to leave the position, and the students will be trained and guided during the explanation.
3. The teacher's ability to implement and speed determines the success or failure of our school reform. It is better to be late than to do it, and to be passive.
Autonomous learning phase operating procedures
1. Free time control, set autonomous learning tasks, and check in time.
2, the teacher before the class: to prepare lessons briefly, clear the learning objectives, textbook writing intentions, learning time, learning requirements. Preset classroom generation questions, basic pre-examination questions, extended pre-examination questions, and presentation questions. Re-standard
3, teachers in the classroom: request, strict classroom discipline, inspection guidance, on-site induction of problems in the preparation.
4. Students follow the requirements of the “classroom preparation task”, bring self-learning materials with questions, accumulate cognitive understanding of knowledge, and then try to do preparatory work. In the group discussion, you can submit a discussion. For problems that still cannot be solved, leave them as signs to wait for the whole class to communicate.
Operating rules in the classroom learning phase
One step, preview feedback. Concise introduction, board project, clear goals, feedback preview.
Two steps, collaborative exploration, and exchange of ideas.
1. Some students demonstrate the exchange of self-study results, and carry out the transfer of knowledge and the improvement of sentiment. The teacher arranges the students to explain, pay attention to explain the students' questions and questions, and stand in the middle of the students to remind the students to pay attention to the lectures. Classroom discipline is strict.
2. Present an inquiry question. The teacher presents the questions that cannot be solved in the student preparation on the blackboard. Inspire students to think, cooperate and explore, pay attention to display, teachers must be dominant.
3. Solve the problem raised by the students. Guide students to design questions.
Three steps, inventory harvest, and the standard.
This link is to further check the implementation of the three-dimensional goals, especially to the disadvantaged groups; "the classroom should be as strong as the examination"; for the backward students can use the soldiers to train soldiers, soldiers to train, soldiers and soldiers, and strive to make the classroom meet the standard.
Six, teacher and student training
1. Preview session. Instruct students to clear their goals and tasks, carefully read the textbooks, and independently think about completing the preparatory tasks. Try not to read the extracurricular instructions first, and use the two-color pen to make puzzles in the prep notes.
2, the display link. At the beginning, students can be organized to change classes and learn the performance and methods of student presentation. Students can dare to think, dare to speak, dare to ask, and dare to answer. "Little teacher" has a loud voice, and the blackboard must be designed for the whole class, language norms, "I show you for everyone", "I think", "My opinion is", etc.; The teacher replied. The teacher pointed out "What is the purpose?" "Well, where is it?" ", "Is there any other point of view?" ","why? In short, do "three talks and three don't talk": talk about easy mixed points, easy to make mistakes, easy to miss points, the student union does not talk, the students can learn not to speak, the teacher told the students will not talk; “Retirement to the second line”: correcting, commenting, summarizing, and dispelling doubts. Teachers should not only talk less, but also write less, try not to participate in group discussions. It is stipulated that eugenics should not have more than two opportunities to speak, as far as possible for middle school and school. Students provide opportunities for exhibitions.
3. Cooperation links. Group cooperation is a problem that students can't solve after self-learning. They should not use group cooperation as much as possible for basic problems. When the group cooperates, the teacher is the manager, the leader, not the bystander, the participant, and the time and energy should be used to pay attention to the vulnerable groups. Students discuss, the number of rows can not be too much, the time can not be too long. Encourage students to ask questions and pay attention to students' “concentration” and “learning status”.
4, when the hall is the standard is the wind vane and key of the curriculum reform, this link must be firmly grasped, avoid!
Seven, the main points of independent learning
1. Self-study is the process of completing the knowledge construction according to the “pre-study homework” arranged by the teacher.
2. Divided into two stages of self-learning stage and classroom learning stage, the content shows how to optimize the current preparation work and the standard of the class.
3. Preview time According to the learning objectives and teaching practice in this section, the preparation time can be determined. The time can be arranged in normal classroom, evening self-study, extracurricular, and before the class.
4. The teacher should find out in time the pre-study and find out the problems in the students' preparation.
5, the steps of students to learn independently: calibration knowledge. The goal is generally proposed by the teacher, the student supplements, the method can be jointly developed by the teachers and students, for example, look up the dictionary, find materials and so on. Study textbooks to complete basic exercises, read textbooks, and solve extended problems. Difficult feedback. The students raised the difficulties, the group discussed the solution, and the other groups that the group could not solve helped solve. This refers to small problems, and big problems are solved when the class is displayed. The academic guidance should be clearly defined, so that students can make three clear after reading: First, clear the content or scope of this self-study. The second is to clarify the method of self-study. For example, reading a book is like reading a book while comparing memories, or practicing while reading a book. In short, what method is used? The third is to clarify the requirements for self-study. How long does it take, what requirements should be met, how to detect it at that time. When students are self-study, teachers should strengthen supervision and timely praise students who are quick in self-study and have good results, and encourage them to study more seriously. At the same time, it is necessary to focus on patrolling the poor students. You can pat the shoulders and say a few whispers to help them correct their attitudes. However, it is generally inappropriate to discuss problems with them so as not to affect their full self-study. Guidance may occur multiple times in a class based on the content of the instruction and the level of the student.
Clear target tasks In the context of the “learning after teaching” classroom teaching model, teachers and students should clearly define the objectives and tasks of the work before class. Pre-read what content, what exercises to complete, and what knowledge points to master. We can't expect pre-study to solve all problems. We only hope that through pre-study, we can find the necessary preparations for classroom learning, maximize the effect of classroom learning and the quality of teaching, and develop the habit of self-learning to benefit life.
Eight, show the main points of communication operations
1. The purpose of the exhibition is to display and exchange the learning results of the pre-study module, to carry out the transfer of knowledge and to refine and enhance the perception. The content of the exhibition is not displayed by the students, and the general after-school exercises are not displayed. Demonstrate innovative questions that are questionable, one-choice and regular.
2, the teacher's display language: stimulating language, dialect language, summary norms and guiding language. Show the students' language in the class: Narrative problem solving process, problem solving ideas, different solutions, self-summarizing rules, future attention problems and their own gains.
3. Teachers play a "necessary" role in the "necessary" time.
4. Demonstrate the steps of communication: Difficulties are presented. Before the class or at the beginning of the class, the teacher asks the students to show the questions that the group can't solve in the pre-study. Cooperative inquiry. The teacher guides the other group students to explain and dial in time. Preview feedback. The teacher showed the common problems in the correction of the preparatory work and explored it in depth. Or create problems, students ask the original ecological problems.
5. The display module is the key to changing the teacher's "teaching" for the students to "speak". “Desire to show” is a human instinct. There are many teachers’ shows and there are fewer opportunities for students to show.
6. Demonstrate the conclusions of the questions that need to be prepared after the students are prepared. Pre-study basic questions and extended thinking questions that can be arranged by the teacher, or students can ask questions that cannot be solved. The display is in various forms and should be based on blackboard display. Show opportunities for students.
7. When the students show, the teacher should use Yuguang to pay attention to the students' answers, and more time should pay attention to the students who have not shown. Cultivate students' abilities and bold courage to speak. It will “write” and “speak”, and students can guide students to ask other students to answer when they present their comments.
8. Classroom disciplinary requirements displayed by students: Do not talk indiscriminately, do not allow to open a small gap, do not look around, teachers should put more energy on the concentration and learning of students. 〔be careful〕
When students are in difficulty in answering questions or performances, they should pay attention to remind other students to listen or observe carefully, and be ready to supplement, judge and correct mistakes.
The teacher’s three lectures and three do not speak. The three lectures are about the problems that students do not understand after self-study and discussion, the problems of knowledge defects and misunderstandings, and the problems that other students can't solve after the students question; the three don't talk, that is, the students don't explore. The student union does not speak, and the students do not speak before speaking.
Nine, the main points of the operation of the hall
1. The hallmark is the biggest highlight of the teaching mode. It is the test of independent learning and display communication effects. It is the reflection and summary of the study in this section. When reaching the standard, it is necessary to highlight the “vulnerable groups” and let them talk, talk, play and write.
2, the time to meet the standard: 10 minutes in general. Before the end of the class, evening self-study, pre-study class, early self-study, etc.
3, the form of the standard of the hall: the use of test paper unified detection, paper form, board performance and oral form. At the same time, the teacher must correct it in time. Teachers should pay attention to two groups: “vulnerable groups” and “eugenic groups”. Teachers observe students who are not able to meet the standards in “self-directed learning” and “display exchanges” and give guidance and help to them. Give high standards to eugenics and do some expansion and promotion problems. The final standard for the test of students' learning effectiveness is still the effectiveness of learning. Therefore, the link of “Don't meet the standard” is also essential. Teachers should have a philosophy: “Don't care how much the teacher teaches, but care about the students. How much is learned? Efficient learning is actually to learn a little bit. Teachers should teach more and better, students do not understand, such a classroom is also inefficient, and the most effective means of mastering the rate of student learning in class is testing. In the test, the results were found, and at the same time, the deficiencies were found. In this way, the students' real learning conditions can be grasped in time, and the teaching focus can be flexibly adjusted to formulate effective and effective teaching strategies for the next class. In short, it is "to learn by measurement" and "to learn by learning", and truly achieve "integration of learning and teaching." The classroom goal of leaving “Chen Tang Detection” is blind, and the lack of “intangible detection” classroom activities is blind.
4, when the hall is up to the small test, the teacher is the invigilator, "student should be as nervous as the exam", to guide students to compete, such as first complete the top ten points, standardized evaluation. The teacher can correct it in court. The standard can be improved when the eugenics are met. Feedback per unit. The purpose is to check the lack of replenishment and implement the poor standards. The form can be a teacher's name, a student's answer, or an exam. You can take the exam every week, but also the monthly exam and the senior high school entrance examination.
The content of the test content should be diversified, delicious, paper-based, available on a small blackboard, and can also be displayed in multimedia. It can be an exercise in the textbook, or it can be an exercise accompanying the textbook, and make full use of existing resources. The detection steps should be tailored to the characteristics of the subject, either concentrated or step-by-step. The test questions should focus on the key points, focus on the goals, be targeted, and be "fine," "quasi", "short". The test content should be completed in the class to let the learning know why and correct it in time.
Basic mode of composition teaching
Conventional composition teaching mode
1. Topic placement. The teacher arranges the topic a week in advance, and the students collect and process the material around the topic.
2. Material generation. Students show and communicate materials, teachers pre-write instructions
3. First draft writing. Student writing, complete the first draft
4. Modify the selection. The group exchanges mutual approval and mutual change, and the sea election team works well.
5. The results show. , choose the best work.
6. Self-improvement. Students self-evaluation, mutual evaluation and self-modification and promotion.
Note: This type of composition training teacher must set a good plan. Generally, each module allows students to write at least one topic.
Time-limited composition teaching mode
1. Topic delivery. When the church provides topics
2. Self-conceived. Students determine writing ideas, architecture
3. Time-limited writing. Limited to 40-60 minutes.
4. When the church is handed over.
5. Show communication. Achievement display
6. Reflections on the summary. Students self-modify, form an upgraded composition, write a self-evaluation
Part 2: Implementation Plan for Middle School Curriculum Reform
First, the guiding ideology
The essence of educational activities is to cultivate people's creative spirit and develop people's creative ability. The new curriculum standards require students to understand the relationship between science and technology and society, to be good at cooperating with others, to live in harmony with the environment, and to lay the foundation for follow-up learning, lifelong learning and comprehensive development. Only by paying attention to the connection between science and life, society and production, and paying attention to the connection of learning in various disciplines, the ability of students can be improved, and the scientific inquiry activities of students can be carried out smoothly, and students can learn independently. In the process of promoting curriculum reform, the school has established the idea of “emphasizing one key point and grasping two links”, that is, establishing the key points of the school work, grasping the key links of teacher training and the important links of lesson preparation and classroom teaching. Ideas. Guided by the concept of modern education, the teacher's educational thoughts are constantly updated, teachers' innovative consciousness is constantly cultivated, students' main body status is continuously exerted, and the teaching mode of autonomy, cooperation and inquiry is continuously explored, and curriculum reform is actively and steadily promoted, and comprehensive education is implemented. To further enhance the quality of education and teaching in our school.
Second, improve the organization and strengthen the curriculum reform leadership
1. Establish a curriculum reform leading group. The school leaders attached great importance to the promotion of curriculum reform, improved the organization, set up a curriculum reform leading group with the principal as the team leader and the vice president of teaching as the deputy head of the school, coordinating the curriculum reform of the whole school, and actively organizing all teachers to participate in the Changzhi City. Class training, and ensure the implementation of the curriculum reform activities, so that the school curriculum reform work in an orderly, healthy and solid manner. Secondly, under the unified deployment of the curriculum reform leading group, highlight the key points, put the curriculum reform on the agenda at the weekly administrative meeting, and determine the focus of this week's work. At the same time, the teaching office determines the theoretical materials for the weekly learning curriculum reform, and issues it to each teacher. At the weekly faculty meeting, the school reform theory is also organized. Efforts should be made to change teachers' traditional educational ideology, establish modernization concepts, and make education ideas a big liberation.
2. Strengthen the work of the teaching and research group and the preparation group. The new curriculum calls for innovation in teaching practice, and the key to innovation lies in teachers. Teachers are close to the teaching practice and have encountered the most problems. Only by studying in practice, practicing in research, and concentrating collective wisdom can the problem be solved, further strengthening the activities of the teaching and research group and the preparation group, and carrying out "three in the middle and above leaders." One "activity", the preparation group activities to achieve "four fixed." The above activities are included in the monthly teaching routine and year-end assessment.
3. Strengthen the collective preparation of lessons. On the basis of summarizing the class preparation for class reform, we will strengthen supervision and use of the time for group preparation activities, carefully organize the whole group of personnel to analyze teaching materials, compare the similarities and differences between new and old teaching materials, find the key points, think about the difficulties of differentiation, and pay attention to infiltration and cooperation. Scientific and self-explored learning methods, constantly improve the method design of inquiry learning, and write on the basis of collective discussion and lectures by experienced teachers, and discuss and modify them in the whole group meeting one week in advance to form the first draft. The necessary conditions for the assessment of the preparation team can not only reflect the collective wisdom, but also not hinder the individuality. At the same time, it is required to increase the individualized or in line with the student's actual explanations on the basis of the collective preparation of the lesson plans. Our school uses the mode of “single preparation → collection → one preparation” in the collective preparation.
Third, strengthen school-based training and change educational thoughts
Whether the curriculum reform can be carried out comprehensively depends on whether the teachers' ideological concepts can be fundamentally changed. Strengthening school-based training has promoted the “three transformations and improvements” of all teachers.
1. Constantly promote the transformation of teachers' teaching thoughts: the school carefully organizes the "Cultural Reform Program" of the Municipal Education Bureau and related curriculum reform files, and sees the urgency of curriculum reform from the trend of international education reform, and the necessity of curriculum reform from the perspective of economic and social development. Sex, from the need of elementary education to see the importance of curriculum reform, so that the majority of faculty and staff fully understand the significance of curriculum reform, change the course to conscious action, unswervingly promote the curriculum reform, while using the parent conference and parent school, extensive The school publicized the significance of the curriculum reform to parents and obtained the consensus and support of the parents to create a good social and family atmosphere for the curriculum reform.
2. Constantly promote the transformation of teachers' teaching methods: the school pays special attention to transforming teaching concepts through intensive training, organizes teachers to carefully interpret the "Basic Curriculum Reform Outline" and related articles, comprehensively and correctly understand the training objectives of the new era, and correctly grasp the connotation of student development. Strive to make teachers fundamentally abandon the traditional teaching methods, and really lead to the reform of teachers' teaching methods and students' learning methods. Study groups will be set up in the form of research groups to continuously explore the teaching methods of “independence, cooperation, inquiry and innovation”.
3. Constantly promote the transformation of teachers' teaching mode: The school continues to organize various trainings for teachers to participate in Jiangsu Province, Wuxi City and Yixing City, and promote them to become the backbone and leader of the curriculum reform, thus promoting the renewal of the concept of teachers in the school, and effectively and effectively Carry out curriculum reform work. All the teachers in the school have participated in general training, and the training rate of new courses in Yixing City has reached 100%. All teachers are required to guide the teaching practice with the new curriculum concept, be brave in innovation, and constantly explore the model suitable for the new curriculum teaching.
4. Continuously promote the improvement of teachers' teaching ability: The school has established an effective organization system in the school-based training process, which makes the training work institutionalized and serialized, and emphasizes the combination of theory and practice, focusing on case counseling, teaching reflection and other training. Each teacher combines the characteristics of his own subject, and writes a book or a thesis, talks about experience, and talks about the experience in each semester.
Fourth, the backbone teachers first, promote the point to face
Curriculum reform needs the positive response of teaching reform. Teachers should actively participate in teaching reform, become the advocates and pioneers of teaching reform, and play a leading role in it. To this end, the school adopted the "backbone first, point to face" strategy, which promoted the full implementation of the curriculum reform.
1. The backbone of the tree
In Wuxi City and Yixing City, award-winning teachers or experts, rookies, etc., demonstrate classes in the school, and play a role in radiation. We have to arrange more than 20 teachers to demonstrate classes every semester, and invite teachers from the brother schools to observe and guide. The three excellent courses for young teachers must be multimedia lessons. It reflects the spirit of curriculum reform, highlights the role of students, strives to break through the traditional teaching methods, and focuses on the design of method design and inquiry activities. This type of class plays a role in the curriculum reform.
2. Go out and take the person
In recent years, the school has organized relevant teachers to visit, study in Nanjing, Wuxi, and Yixing, participate in the curriculum reform research activities of the brother schools, and in the activities, they will understand the direction of the curriculum reform and experience the classroom teaching methods and means of curriculum reform.
3. Please come in and make up for yourself
In the practice of curriculum reform, the school also invited teachers from the city and school district brother schools to come to the school to discuss the practice of teaching reform, make full use of the opportunity of some of the city's key teachers to come to school and excellent teachers to come to the school to demonstrate the lessons, to gain income in the exchange. In the mutual discussion, we seek development and promote improvement. Through these activities, we have exercised and improved the teaching staff of our school and promoted the improvement of education and teaching ability.
Fifth, strengthen teaching and research, and pay close attention to teacher training
Teachers are far from teaching practice and have encountered the most problems. Only by practicing and researching in practice can they become the main body of scientific research and effectively implement the new curriculum.
The school attaches great importance to the training of young teachers. At present, the young teachers of our school account for about two-thirds, and they are all in the front line of the curriculum reform teaching. Young teachers represent the future of the school, and the schools try their best to build a stage for their growth, stress the burden, guide the way, and let them give their strengths. The teaching philosophy of youth teaching is relatively advanced, but the teaching experience and scientific research level are weak. Through the blue-blue knot engineering, school-based training, participation in various competitions, and constantly improve their business standards, let them participate in various research groups, so that theory and practice are organically combined, and actually write the case and experience, through mutual communication, mutual inspiration, Complement each other, share each other's thoughts, opinions, emotions, seek new discoveries, reach consensus, share, advance together, and achieve teaching and learning. In the work of the blue and blue pair, the old teachers are asked to talk about class management, teaching mechanism, teaching methods, etc., so that young teachers can talk about the experience and confusion. This kind of activity is targeted, targeted and effective. Teachers' personal reading comprehension text information is often narrow and the thinking is relatively fixed. In order to better absorb and digest some modern ideas, the research team organizes members to conduct dialogues. According to their own experiences and sentiments, the thinking collides with each other in the debate. The spark of inspiration is flashing and the understanding of the text is more thorough.
6. Implement educational practices and continuously innovate and improve
The teaching practice is rich in content, involving every link of teaching work, embodying the party's educational policy, characteristics of the times, and the law of education, and plays a guiding role in the promotion of elementary education. In order to ensure the implementation of the teaching routine, the school at the beginning of each semester and each school year organizes all teachers to seriously study the educational routines formulated by the Municipal Education Bureau and the teaching and research section, paying special attention to the organization of new teachers and new transfer to teachers, so that they clearly request , unify the goal and enter the role as soon as possible.
Six steps: Organize learning, carefully formulate plans, carry out curriculum reform and practice, discuss with each other, analyze and adjust together, and constantly summarize and improve.
Five links: preparing for lessons, seeking truth in class, improving homework, seeking counseling, and seeking truth.
Part 3: Implementation Plan for Middle School Curriculum Reform
The new curriculum reform has been in practice for 10 years, and the profession of teachers has received much attention from the society. We are inevitably pushed to the forefront of reform, and the dynamic changes in the educational environment have placed higher demands on teachers. As far as the school is concerned, how can teachers grow and improve? How to effectively change the traditional teaching behavior? How to update the concept to participate in the curriculum reform? How to create a new situation in the reform and development of education in our school? These issues need to be considered and more urgently needed to be resolved. Of course, no matter which kind of teaching mode, no matter which kind of teaching method, its purpose is to mobilize the students' enthusiasm for learning, and to improve the efficiency of students' classroom learning, all of which serve the foundation of the school - the quality of education and teaching. To change traditional teaching, we must first study and study the new and effective teaching mode. At the same time, we must also train teachers in various forms. Then encourage teachers to try boldly, be brave in innovation, constantly reflect and summarize, and gradually step out of ourselves. The new curriculum of the curriculum. To this end, the Institute of Education and Research combines the teaching practice of the school to develop the following programs.
One. guiding ideology
The reform of the basic education curriculum is based on the "New Curriculum Standards". It is a breakthrough in the development of the school's educational status by transforming the concept and teaching behavior of teachers and realizing the change of students' learning style.
two. organization
The curriculum reform work should be carried out in depth, and it is necessary to establish a management mechanism with a guarantee. At the same time, it can better realize the institutionalization and standardization of the curriculum reform work. To this end, the school reform theory research group was established.
Organization
Leader: Gao Jian
Deputy leader: Sun Yimei Pan Fu
Member: Liang Zhenhua Chen Ying Qiao Rongxian
Yang Cuirong Liu Junling
2. Research team member responsibilities
a. Regularly hold group meetings to pay attention to the dynamic changes in the educational environment. Carry out theoretical research on advanced classroom modes such as “271 Efficient Classroom” and “Four Rings Teaching”, and practice in the classroom, constantly reflect and summarize, and finally extract the new classroom model suitable for the school.
b. Develop relevant content for teacher training and undertake training tasks and demonstration classes. It is necessary to take the lead in various teaching and research activities.
c. Participate in the process management and assessment of teacher training.
three. work goals
1. Regular teacher training, through various trainings, 80% of young teachers can update their ideas, actively participate in reforms, teaching and research activities.
2. Organize the application and research work of various topics, including the writing of teacher's thesis, and strive to break through the quality and quantity of the topics and papers in this school year.
3. Encourage teachers to be bold and innovative, explore new classroom models, and make classroom teaching energetic. Cultivate the learning attitude of students' independent cooperation and exploration, so as to improve learning efficiency.
4. Pay attention to routine management, insist on seeking new and pragmatic, and have a sense of service to ensure the sustainable development of school education and teaching.
four. specific measure
1. Teacher training: The change of teachers' concept in curriculum reform is the key. To promote curriculum reform smoothly, teachers need to participate in various trainings. In order to ensure the effectiveness and pertinence of teacher training, the training plan for teachers in Yunyang Town is specially formulated. painting.
2. Teaching Discussion: The true embodiment of the teacher's teaching concept is an important way to change the teacher's concept and improve the teacher's teaching ability in the classroom during various forms of teaching discussion and communication.
a. Collective lesson preparation: Collective lesson preparation is an important platform for teachers' business exchanges. See the collective preparation system for related requirements.
b. Conduct teaching and research activities such as “open class, report class, demonstration class”. Improve the listening evaluation system, provide teachers with a professional communication platform, provide experience and theoretical support for the growth of teachers, and timely summarize and promote the experience of curriculum reform.
c. The new form of education requires teachers to be inconsistent with stereotypes. To become a learning-oriented, research-oriented teacher, there must be thinking, analysis, and summarization. This semester requires each teacher to write at least one teaching reflection or teaching essay and a quality teaching paper in combination with his own teaching practice.
Fives. Problems that should be paid attention to in the course reform
1. The curriculum reform should be tailored to the local conditions. It must be combined with the actual situation of the school. It can learn and borrow the advanced curriculum reform experience of the external school, but it cannot be copied and imitated.
2. The training of teachers in the curriculum reform must pay attention to effectiveness and pertinence. At the same time, it is necessary to constantly reflect through practice and summarize the training effect in time.
3. Curriculum reform also requires grades to evaluate teachers, so teachers still have to establish a solid quality awareness.
Part 4: Implementation Plan for Middle School Curriculum Reform
First, the guiding ideology:
In order to further deepen the curriculum reform and improve the efficiency of classroom teaching, the school decided to study the successful experience of classroom teaching and management in Dulangkou Middle School, combined with the actual situation of our school, with the "tutorial case" and "group cooperative learning" as the carrier. The theory of vegetarian education and the new curriculum reform theory guide the teachers' interest and enthusiasm for teaching and research, guarantee the implementation of scientific management, support the professional growth of teachers, highlight key points, deepen research, and solve the main problems affecting the improvement of classroom teaching efficiency. The problem is to ensure the steady improvement of the quality of education and teaching, and to promote the common growth and development of teachers and students.
Second, the organization:
Curriculum reform experiment leading group
Leader: Chen Zhengping, responsible for the overall work of curriculum reform, focusing on publicity and mobilization, funding guarantee, system control, and curriculum reform. In charge of the mathematics reform work.
Deputy head:
Yan Mingbao; responsible for the research and implementation of moral education in the curriculum reform, the coordination of moral education and teaching; in charge of the curriculum reform of the Chinese, political and historical groups.
Wang Dong; responsible for training teachers, writing curriculum reform learning materials, formulating curriculum reform implementation plans, establishing curriculum reform related systems and coordinating problems in the implementation of curriculum reform. In charge of the English and physical group curriculum reform work.
Qian Rongyong; responsible for training students, creating and establishing a class curriculum reform culture, in charge of the curriculum reform of geography and biology groups.
Team member: Cai Wei: Responsible for student literacy training. Ge Daoxin: Responsible for logistics support. Zhang Yuan: Responsible for audio-visual equipment protection. Grade Leader: Responsible for the curriculum reform of this grade, summarizing the curriculum reform experience of this grade, and sharing the experience and lessons of each grade. Teaching and research team leader: Responsible for the curriculum reform teacher training in this subject, set up a group preparation group, based on the student's situation, according to the student's situation, prepare the task-based pre-study outline, task-based display topic and instructional design according to the school curriculum reform plan.
The curriculum reform leading group is responsible for the review and approval of the system. In the first phase of the curriculum reform, the weekly meeting system is implemented. According to the implementation plan and system, the progress is checked. If the curriculum reform is implemented smoothly, it will gradually be transformed into the monthly reporting system.
Third, build the model, optimize teaching.
Focus on building a new model of classroom teaching, the school's determined teaching model is: "five steps and four studies, independent and efficient." The “five steps” are the five teaching steps: the introduction of the situation – the independent cooperation – the commentary – the evaluation and consolidation – the rumor. "Four studies" means guidance, independent study, mutual study, and evaluation. "Autonomous and efficient" means pursuing "high, big and fast": "high" means high degree of student autonomy, high participation and enthusiasm; "big" means large capacity, large amount of thinking, and large amount of training; "fast" means happy teachers. The students are happy.
Fourth, the basic requirements
1. Pre-course reform training
Teacher training: teachers and students class guide: create atmosphere, set up study groups, guide students to participate in teaching, etc.; Teachers: 1 theoretical training, such as: special lectures; salon activities; experts, teaching and research staff, academic leaders, backbone teachers and Teacher guidance. 2 practical training, such as: teaching observation; listening, speaking, evaluation; board, language expression. 3 problem research: the actual problems around the teacher. Guide teachers to do postscripts, teaching diaries, teaching observation notes, regular exchanges; teaching reflection; regular organization of teaching problem diagnosis meetings - centralized exchange, joint discussion and other activities.
2. Classroom teaching links:
1), scenario introduction 2), self-learning 3), group support 4), group display 5), teacher dialing
6), feedback detection. 7) Finishing the rumors
3. Classroom operation:
1) Implement the “Three Masters”—teacher-led, student-centered, and training-oriented
2) Advocate "three self" - independent learning, independent inquiry, independent communication
3) Encourage “three moves” – brain, mouth, hands
4), to achieve "three meetings" - learning, learning, use
5) Develop "three-dimensional" - cognition, emotion, skill
4. Class evaluation:
From the evaluation of teachers to the evaluation of students, the main tasks of teachers are: Ming direction, passion, guiding law, and dispelling doubts.
1), from the teacher's explanation of the excitement to the evaluation of the student's participation
2) From the completeness of the evaluation of teaching links to the rationality of evaluation of teaching structure
3), from the activity level of the evaluation class to the evaluation of each student’s real learning status
4), from the interaction of teachers and students to the exchange of students
5), from the evaluation of the teacher's blackboard design to the evaluation of students' homework, notes and other exercises
6), from the basic skills of the evaluation teacher to the basic element of the evaluation of students
V. Work arrangements;
January: Strengthening learning, unifying thoughts, raising awareness, and formulating plans.
三月份：高效課堂學習培訓月，再學習，再研究，再突破，再參觀，走出去，請進來。學科帶頭人，骨幹教師率先上好示範課。
四月份：高效課堂實踐月。每人上研究課、達標課。
五月份：高效課堂賽課展示月。各備課組開展賽課活動，推出新秀。
六月份：高效課堂總結表彰月。
篇五：中學課改實施方案
一、課改認識
根據我們課改來看，有四個班已經進行一年了也取得了初步的效果。原七一語文第一次考試全鎮第六名，期末考試全鎮第一名，原七四班英語全鎮考試第五名，期末取得了一名的優異成績。同志們要明白“要改革，就別怕風險”，“ 如何改，是校長的事情；改不改，是認識的問題；改的程度，是學習的問題”。
二、管理問題
1、紀律。召開會議，明確要求。自主學習不抬頭，合作學習不大講話，展示交流不開小差等等。
2、氛圍。教室的氣氛是小組合作學習成功的關鍵之一。要營造一個良好的合作氛圍，使學生樂於合作，樂於提出問題、探究問題，就應該進行班級共建活動，如在教室裏布置類似這樣的標語：“聆聽別人的發言”、“人人參與”、“第一就要第一”“不思，故有惑；不求，故無得；不問，故無知”、“不比智力比努力”等。班級宣言天天誦。
3、培訓。展示的方法、要求，展示時其它同學的位置、參與方法等。
三、小組問題
1、班級學生可以分8小組以適宜，小組不可多，這樣便於班級管理，便於學生展示。
2、小組人數學可以安排6--8人，每小組設立組長、副組長、各科課代表。小組由學生自已命名。小組成員規定序號，提問板演使用方便。
3、自主管理，小組事務管理做到小組成員人人有事做，有的管理粉筆盒黑板擦、有的負責管理紀律衛生、有的負責管理自習課紀律、有的管理展示爭光、負責督察違紀等。
4、安排小組成員結對互助，實現小組間的對抗賽。
5、定期對小組進行評比：“爭先學習小組”、“優秀學習小組”、發言標兵、展示能手、自主學習模範、班級之星等。
四、黑板問題
1、每小組一面黑板，每面黑板分成兩部分，由每個小組分配安排。
2、黑板上邊緣每日更換名人名言佳句，由成員輪換值日。
3、前後黑板利用要最大化。可分四欄、三欄等。
4、黑板的作用：學生展示的舞台，教師檢查的平。上課導入新課後，可讓每個小組相同編號的學生上台展示。其餘學生思考探究性問題後準備展示。
五、工具問題
1、後門開放是管理規範的要求，是安全疏散的需要，是學校治理衛生工具有序擺設的管理需要，是檢查維護課堂的需要。每個班極安排專人負責前門的關鎖。
2、工具擺放遵循有序、便利原則。部分班級工具可放在門後、走廊，其它放在隱蔽的地方。
3、工具要整潔，教室中間不能擺放工具。班級衛生要細化到小組。
4、窗戶也包到小組。
六、時間問題
1、課堂學習時間每次預習和展示都規定時間，再在規定的時間內再有所放寬。當堂達標時間不能少。
2、教師講課時間不能多於25分鍾。
3、教師講話要言簡，表述精練。用幾句話描述的，不如一句話，還可以用一個詞表達，最好用一個“字”。教師的精言，學生才能多言。
七、課堂初步模式
三個模組：自主學習、展示交流、當堂達標
自主學習階段操作規程
1、時間安排自由掌控，定自主學習任務，適時檢查。
2、教師在課前：要簡要備課，明確本節學習目標、教材編寫意圖、學習時間、學習要求。預設課堂生成問題，基礎性預習題、拓展性預習題、展示性試題。再當堂達標
3、教師在課堂：提出要求、嚴明課堂紀律，巡視指導，現場歸納預習中的問題。
3、學生根據“課堂預習任務”的要求，帶著問題自學教材，積累對知識的認知理解，然後嘗試做預習作業。遇到障礙時可提交組內討論。對仍然不能解決的問題，留作“記號”等待全班交流時解決。
、課堂學習階段操作規程之一
一步、預習反饋。
簡明導入，板書課題，明確目標，反饋預習情況。
二步、合作探究、展示交流。
1、部分學生展示交流自學成果，並進行知識的遷移運用和對感悟的提煉提升。教師安排學生講解，註意對講解學生點撥、質疑，站在學生後排，提醒學生註意聽講課。課堂紀律嚴明。
2、出示探究性問題。教師把學生預習中不能解決的問題用小黑板出示。啓發學生思考。合作探究。註意展示。教師必須為主導。
3、解決學生提出問題。指導學生設計問題。
三步、盤點收獲、當堂達標。
該環節是進一步檢查三維目標的落實情況，尤其突出向“弱勢群體”傾斜；“課堂要向考試一樣堅強”；對後進學生可利用兵教兵、兵練兵、兵強兵，努力讓課堂達標。
八、模式問題
1、預習課和展示達標課。對於展示課的流程：一步激趣導入、預習檢查。 二、合作探究，展示交流，三、盤點收獲、當堂達標。
2、展示時學生可以要求部分學生離位置，學生講解時培訓、指導。
3、班導工作的落實力、速度力決定我校改革的成敗。您的工作作風決定團隊的活力。樹立遲做不如快做、被動不如主動。每天學校布置的工作必做，過去的工作必查，積極開展小組評比。
九、師生培訓
First, the curriculum reform
According to our curriculum reform, four classes have been carried out for one year and have achieved initial results. For example, the first seven-one language test was the sixth in the town, and the final exam was the first in the town. The original seven-fourth English-language exam was the fifth in the town. At the end of the period, one of the outstanding results was obtained. The original six or three classes of Chinese language school The fourth place in the exam, the first grade in the final exam... As for how to change, it is the principal's business; if you don't change it, it is a problem of understanding; the degree of change is a problem of learning."
Second, management issues
1. Discipline. Clearly ask the students. Self-directed learning does not look up, cooperative learning does not speak loudly, and shows that communication does not open up and so on.
2, the atmosphere. The atmosphere in the classroom is one of the keys to successful group learning. To create a good atmosphere for cooperation, students are willing to cooperate, and they are willing to ask questions and explore problems. They should conduct class-building activities, such as arranging such slogans in the classroom: “Listen to others’ speeches” and “Everyone participates”. "The first is the first" "I don't think, so I have confusion; I don't ask, so I don't have it; I don't ask, I don't know," "No more than intelligence." The class declaration is screaming every day, and the mind is baptized every day.
3. Train the students' methods and requirements, the location of other students, and the participation methods.
Third, the group problem
1. Class students can be divided into 6-8 groups, and there are not many groups. This is convenient for class management and easy for students to display.
2. Each group will set up a team leader and representatives of various subjects. The group is named by the students themselves. The team members can specify the serial number and the question board is easy to use.
3, self-management, group affairs management, team members have something to do, some management chalk box blackboard eraser, some responsible for managing discipline health, some responsible for managing self-study discipline, some management display glory, responsible for inspection violations, etc. .
4. Arrange the team members to help each other and achieve the match between the team and the team.
5. Regularly evaluate the group: “Study first group”, “excellent study group”, speech model, show expert, self-learning model, class star, learning pace, class competition, segment test goal...
Fourth, the time problem
1. Classroom study time is prescribed for each time the preview and presentation are performed, and then relaxed within the prescribed time. When the time of the class is not limited.
2, the teacher's speech should be simple, and the expression is refined. Described in a few words, not as good as a sentence, you can also use a word to express, preferably a "word." The teacher’s words can only be said by the students.
Fifth, the preliminary mode of the classroom
Three modules: self-learning, display communication, and the standard in the classroom. "Self-learning, display and communication, and meeting the standards" is the overall requirement of classroom teaching. "Self-learning" looks at the transformation of teaching ideas. "Showing communication" is the choice of teaching methods. "Donning in the hall" is the embodiment of the effect.
Basic teaching links: Guided guidance---Showing exchanges---Speaking and refining---Feedback evaluation---Expanding and improving---Compliance testing.
The general classroom teaching can be divided into four periods, which can test the effect of previewing; submit the pre-study problem, the students' self-inquiry; the teacher guides the interpretation; the classroom test reaches the standard and arranges the homework after class. In principle, each link is about 10 minutes. The teacher's teaching should not exceed half of the class time, the effect test should be no less than 10 minutes, and no class can break through. 1
1. Pre-classes and presentations. For the process of the presentation class: one step of fun introduction, preview check, second, cooperative inquiry, display exchange, three, inventory harvest, and the standard in the hall.
2. During the exhibition, students can ask some students to leave the position, and the students will be trained and guided during the explanation.
3. The teacher's ability to implement and speed determines the success or failure of our school reform. It is better to be late than to do it, and to be passive.
Autonomous learning phase operating procedures
1. Free time control, set autonomous learning tasks, and check in time.
2, the teacher before the class: to prepare lessons briefly, clear the learning objectives, textbook writing intentions, learning time, learning requirements. Preset classroom generation questions, basic pre-examination questions, extended pre-examination questions, and presentation questions. Re-standard
3, teachers in the classroom: request, strict classroom discipline, inspection guidance, on-site induction of problems in the preparation.
4. Students follow the requirements of the “classroom preparation task”, bring self-learning materials with questions, accumulate cognitive understanding of knowledge, and then try to do preparatory work. In the group discussion, you can submit a discussion. For problems that still cannot be solved, leave them as signs to wait for the whole class to communicate.
Operating rules in the classroom learning phase
One step, preview feedback. Concise introduction, board project, clear goals, feedback preview.
Two steps, collaborative exploration, and exchange of ideas.
1. Some students demonstrate the exchange of self-study results, and carry out the transfer of knowledge and the improvement of sentiment. The teacher arranges the students to explain, pay attention to explain the students' questions and questions, and stand in the middle of the students to remind the students to pay attention to the lectures. Classroom discipline is strict.
2. Present an inquiry question. The teacher presents the questions that cannot be solved in the student preparation on the blackboard. Inspire students to think, cooperate and explore, pay attention to display, teachers must be dominant.
3. Solve the problem raised by the students. Guide students to design questions.
Three steps, inventory harvest, and the standard.
This link is to further check the implementation of the three-dimensional goals, especially to the disadvantaged groups; "the classroom should be as strong as the examination"; for the backward students can use the soldiers to train soldiers, soldiers to train, soldiers and soldiers, and strive to make the classroom meet the standard.
Six, teacher and student training
1. Preview session. Instruct students to clear their goals and tasks, carefully read the textbooks, and independently think about completing the preparatory tasks. Try not to read the extracurricular instructions first, and use the two-color pen to make puzzles in the prep notes.
2, the display link. At the beginning, students can be organized to change classes and learn the performance and methods of student presentation. Students can dare to think, dare to speak, dare to ask, and dare to answer. "Little teacher" has a loud voice, and the blackboard must be designed for the whole class, language norms, "I show you for everyone", "I think", "My opinion is", etc.; The teacher replied. The teacher pointed out "What is the purpose?" "Well, where is it?" ", "Is there any other point of view?" ","why? In short, do "three talks and three don't talk": talk about easy mixed points, easy to make mistakes, easy to miss points, the student union does not talk, the students can learn not to speak, the teacher told the students will not talk; “Retirement to the second line”: correcting, commenting, summarizing, and dispelling doubts. Teachers should not only talk less, but also write less, try not to participate in group discussions. It is stipulated that eugenics should not have more than two opportunities to speak, as far as possible for middle school and school. Students provide opportunities for exhibitions.
3. Cooperation links. Group cooperation is a problem that students can't solve after self-learning. They should not use group cooperation as much as possible for basic problems. When the group cooperates, the teacher is the manager, the leader, not the bystander, the participant, and the time and energy should be used to pay attention to the vulnerable groups. Students discuss, the number of rows can not be too much, the time can not be too long. Encourage students to ask questions and pay attention to students' “concentration” and “learning status”.
4, when the hall is the standard is the wind vane and key of the curriculum reform, this link must be firmly grasped, avoid!
Seven, the main points of independent learning
1. Self-study is the process of completing the knowledge construction according to the “pre-study homework” arranged by the teacher.
2. Divided into two stages of self-learning stage and classroom learning stage, the content shows how to optimize the current preparation work and the standard of the class.
3. Preview time According to the learning objectives and teaching practice in this section, the preparation time can be determined. The time can be arranged in normal classroom, evening self-study, extracurricular, and before the class.
4. The teacher should find out in time the pre-study and find out the problems in the students' preparation.
5, the steps of students to learn independently: calibration knowledge. The goal is generally proposed by the teacher, the student supplements, the method can be jointly developed by the teachers and students, for example, look up the dictionary, find materials and so on. Study textbooks to complete basic exercises, read textbooks, and solve extended problems. Difficult feedback. The students raised the difficulties, the group discussed the solution, and the other groups that the group could not solve helped solve. This refers to small problems, and big problems are solved when the class is displayed. The academic guidance should be clearly defined, so that students can make three clear after reading: First, clear the content or scope of this self-study. The second is to clarify the method of self-study. For example, reading a book is like reading a book while comparing memories, or practicing while reading a book. In short, what method is used? The third is to clarify the requirements for self-study. How long does it take, what requirements should be met, how to detect it at that time. When students are self-study, teachers should strengthen supervision and timely praise students who are quick in self-study and have good results, and encourage them to study more seriously. At the same time, it is necessary to focus on patrolling the poor students. You can pat the shoulders and say a few whispers to help them correct their attitudes. However, it is generally inappropriate to discuss problems with them so as not to affect their full self-study. Guidance may occur multiple times in a class based on the content of the instruction and the level of the student.
Clear target tasks In the context of the “learning after teaching” classroom teaching model, teachers and students should clearly define the objectives and tasks of the work before class. Pre-read what content, what exercises to complete, and what knowledge points to master. We can't expect pre-study to solve all problems. We only hope that through pre-study, we can find the necessary preparations for classroom learning, maximize the effect of classroom learning and the quality of teaching, and develop the habit of self-learning to benefit life.
Eight, show the main points of communication operations
1. The purpose of the exhibition is to display and exchange the learning results of the pre-study module, to carry out the transfer of knowledge and to refine and enhance the perception. The content of the exhibition is not displayed by the students, and the general after-school exercises are not displayed. Demonstrate innovative questions that are questionable, one-choice and regular.
2, the teacher's display language: stimulating language, dialect language, summary norms and guiding language. Show the students' language in the class: Narrative problem solving process, problem solving ideas, different solutions, self-summarizing rules, future attention problems and their own gains.
3. Teachers play a "necessary" role in the "necessary" time.
4. Demonstrate the steps of communication: Difficulties are presented. Before the class or at the beginning of the class, the teacher asks the students to show the questions that the group can't solve in the pre-study. Cooperative inquiry. The teacher guides the other group students to explain and dial in time. Preview feedback. The teacher showed the common problems in the correction of the preparatory work and explored it in depth. Or create problems, students ask the original ecological problems.
5. The display module is the key to changing the teacher's "teaching" for the students to "speak". “Desire to show” is a human instinct. There are many teachers’ shows and there are fewer opportunities for students to show.
6. Demonstrate the conclusions of the questions that need to be prepared after the students are prepared. Pre-study basic questions and extended thinking questions that can be arranged by the teacher, or students can ask questions that cannot be solved. The display is in various forms and should be based on blackboard display. Show opportunities for students.
7. When the students show, the teacher should use Yuguang to pay attention to the students' answers, and more time should pay attention to the students who have not shown. Cultivate students' abilities and bold courage to speak. It will “write” and “speak”, and students can guide students to ask other students to answer when they present their comments.
8. Classroom disciplinary requirements displayed by students: Do not talk indiscriminately, do not allow to open a small gap, do not look around, teachers should put more energy on the concentration and learning of students. 〔be careful〕
When students are in difficulty in answering questions or performances, they should pay attention to remind other students to listen or observe carefully, and be ready to supplement, judge and correct mistakes.
The teacher’s three lectures and three do not speak. The three lectures are about the problems that students do not understand after self-study and discussion, the problems of knowledge defects and misunderstandings, and the problems that other students can't solve after the students question; the three don't talk, that is, the students don't explore. The student union does not speak, and the students do not speak before speaking.
Nine, the main points of the operation of the hall
1. The hallmark is the biggest highlight of the teaching mode. It is the test of independent learning and display communication effects. It is the reflection and summary of the study in this section. When reaching the standard, it is necessary to highlight the “vulnerable groups” and let them talk, talk, play and write.
2, the time to meet the standard: 10 minutes in general. Before the end of the class, evening self-study, pre-study class, early self-study, etc.
3, the form of the standard of the hall: the use of test paper unified detection, paper form, board performance and oral form. At the same time, the teacher must correct it in time. Teachers should pay attention to two groups: “vulnerable groups” and “eugenic groups”. Teachers observe students who are not able to meet the standards in “self-directed learning” and “display exchanges” and give guidance and help to them. Give high standards to eugenics and do some expansion and promotion problems. The final standard for the test of students' learning effectiveness is still the effectiveness of learning. Therefore, the link of “Don't meet the standard” is also essential. Teachers should have a philosophy: “Don't care how much the teacher teaches, but care about the students. How much is learned? Efficient learning is actually to learn a little bit. Teachers should teach more and better, students do not understand, such a classroom is also inefficient, and the most effective means of mastering the rate of student learning in class is testing. In the test, the results were found, and at the same time, the deficiencies were found. In this way, the students' real learning conditions can be grasped in time, and the teaching focus can be flexibly adjusted to formulate effective and effective teaching strategies for the next class. In short, it is "to learn by measurement" and "to learn by learning", and truly achieve "integration of learning and teaching." The classroom goal of leaving “Chen Tang Detection” is blind, and the lack of “intangible detection” classroom activities is blind.
4, when the hall is up to the small test, the teacher is the invigilator, "student should be as nervous as the exam", to guide students to compete, such as first complete the top ten points, standardized evaluation. The teacher can correct it in court. The standard can be improved when the eugenics are met. Feedback per unit. The purpose is to check the lack of replenishment and implement the poor standards. The form can be a teacher's name, a student's answer, or an exam. You can take the exam every week, but also the monthly exam and the senior high school entrance examination.
The content of the test content should be diversified, delicious, paper-based, available on a small blackboard, and can also be displayed in multimedia. It can be an exercise in the textbook, or it can be an exercise accompanying the textbook, and make full use of existing resources. The detection steps should be tailored to the characteristics of the subject, either concentrated or step-by-step. The test questions should focus on the key points, focus on the goals, be targeted, and be "fine," "quasi", "short". The test content should be completed in the class to let the learning know why and correct it in time.
Basic mode of composition teaching
Conventional composition teaching mode
1. Topic placement. The teacher arranges the topic a week in advance, and the students collect and process the material around the topic.
2. Material generation. Students show and communicate materials, teachers pre-write instructions
3. First draft writing. Student writing, complete the first draft
4. Modify the selection. The group exchanges mutual approval and mutual change, and the sea election team works well.
5. The results show. , choose the best work.
6. Self-improvement. Students self-evaluation, mutual evaluation and self-modification and promotion.
Note: This type of composition training teacher must set a good plan. Generally, each module allows students to write at least one topic.
Time-limited composition teaching mode
1. Topic delivery. When the church provides topics
2. Self-conceived. Students determine writing ideas, architecture
3. Time-limited writing. Limited to 40-60 minutes.
4. When the church is handed over.
5. Show communication. Achievement display
6. Reflections on the summary. Students self-modify, form an upgraded composition, write a self-evaluation
Part 2: Implementation Plan for Middle School Curriculum Reform
First, the guiding ideology
The essence of educational activities is to cultivate people's creative spirit and develop people's creative ability. The new curriculum standards require students to understand the relationship between science and technology and society, to be good at cooperating with others, to live in harmony with the environment, and to lay the foundation for follow-up learning, lifelong learning and comprehensive development. Only by paying attention to the connection between science and life, society and production, and paying attention to the connection of learning in various disciplines, the ability of students can be improved, and the scientific inquiry activities of students can be carried out smoothly, and students can learn independently. In the process of promoting curriculum reform, the school has established the idea of “emphasizing one key point and grasping two links”, that is, establishing the key points of the school work, grasping the key links of teacher training and the important links of lesson preparation and classroom teaching. Ideas. Guided by the concept of modern education, the teacher's educational thoughts are constantly updated, teachers' innovative consciousness is constantly cultivated, students' main body status is continuously exerted, and the teaching mode of autonomy, cooperation and inquiry is continuously explored, and curriculum reform is actively and steadily promoted, and comprehensive education is implemented. To further enhance the quality of education and teaching in our school.
Second, improve the organization and strengthen the curriculum reform leadership
1. Establish a curriculum reform leading group. The school leaders attached great importance to the promotion of curriculum reform, improved the organization, set up a curriculum reform leading group with the principal as the team leader and the vice president of teaching as the deputy head of the school, coordinating the curriculum reform of the whole school, and actively organizing all teachers to participate in the Changzhi City. Class training, and ensure the implementation of the curriculum reform activities, so that the school curriculum reform work in an orderly, healthy and solid manner. Secondly, under the unified deployment of the curriculum reform leading group, highlight the key points, put the curriculum reform on the agenda at the weekly administrative meeting, and determine the focus of this week's work. At the same time, the teaching office determines the theoretical materials for the weekly learning curriculum reform, and issues it to each teacher. At the weekly faculty meeting, the school reform theory is also organized. Efforts should be made to change teachers' traditional educational ideology, establish modernization concepts, and make education ideas a big liberation.
2. Strengthen the work of the teaching and research group and the preparation group. The new curriculum calls for innovation in teaching practice, and the key to innovation lies in teachers. Teachers are close to the teaching practice and have encountered the most problems. Only by studying in practice, practicing in research, and concentrating collective wisdom can the problem be solved, further strengthening the activities of the teaching and research group and the preparation group, and carrying out "three in the middle and above leaders." One "activity", the preparation group activities to achieve "four fixed." The above activities are included in the monthly teaching routine and year-end assessment.
3. Strengthen the collective preparation of lessons. On the basis of summarizing the class preparation for class reform, we will strengthen supervision and use of the time for group preparation activities, carefully organize the whole group of personnel to analyze teaching materials, compare the similarities and differences between new and old teaching materials, find the key points, think about the difficulties of differentiation, and pay attention to infiltration and cooperation. Scientific and self-explored learning methods, constantly improve the method design of inquiry learning, and write on the basis of collective discussion and lectures by experienced teachers, and discuss and modify them in the whole group meeting one week in advance to form the first draft. The necessary conditions for the assessment of the preparation team can not only reflect the collective wisdom, but also not hinder the individuality. At the same time, it is required to increase the individualized or in line with the student's actual explanations on the basis of the collective preparation of the lesson plans. Our school uses the mode of “single preparation → collection → one preparation” in the collective preparation.
Third, strengthen school-based training and change educational thoughts
Whether the curriculum reform can be carried out comprehensively depends on whether the teachers' ideological concepts can be fundamentally changed. Strengthening school-based training has promoted the “three transformations and improvements” of all teachers.
1. Constantly promote the transformation of teachers' teaching thoughts: the school carefully organizes the "Cultural Reform Program" of the Municipal Education Bureau and related curriculum reform files, and sees the urgency of curriculum reform from the trend of international education reform, and the necessity of curriculum reform from the perspective of economic and social development. Sex, from the need of elementary education to see the importance of curriculum reform, so that the majority of faculty and staff fully understand the significance of curriculum reform, change the course to conscious action, unswervingly promote the curriculum reform, while using the parent conference and parent school, extensive The school publicized the significance of the curriculum reform to parents and obtained the consensus and support of the parents to create a good social and family atmosphere for the curriculum reform.
2. Constantly promote the transformation of teachers' teaching methods: the school pays special attention to transforming teaching concepts through intensive training, organizes teachers to carefully interpret the "Basic Curriculum Reform Outline" and related articles, comprehensively and correctly understand the training objectives of the new era, and correctly grasp the connotation of student development. Strive to make teachers fundamentally abandon the traditional teaching methods, and really lead to the reform of teachers' teaching methods and students' learning methods. Study groups will be set up in the form of research groups to continuously explore the teaching methods of “independence, cooperation, inquiry and innovation”.
3. Constantly promote the transformation of teachers' teaching mode: The school continues to organize various trainings for teachers to participate in Jiangsu Province, Wuxi City and Yixing City, and promote them to become the backbone and leader of the curriculum reform, thus promoting the renewal of the concept of teachers in the school, and effectively and effectively Carry out curriculum reform work. All the teachers in the school have participated in general training, and the training rate of new courses in Yixing City has reached 100%. All teachers are required to guide the teaching practice with the new curriculum concept, be brave in innovation, and constantly explore the model suitable for the new curriculum teaching.
4. Continuously promote the improvement of teachers' teaching ability: The school has established an effective organization system in the school-based training process, which makes the training work institutionalized and serialized, and emphasizes the combination of theory and practice, focusing on case counseling, teaching reflection and other training. Each teacher combines the characteristics of his own subject, and writes a book or a thesis, talks about experience, and talks about the experience in each semester.
Fourth, the backbone teachers first, promote the point to face
Curriculum reform needs the positive response of teaching reform. Teachers should actively participate in teaching reform, become the advocates and pioneers of teaching reform, and play a leading role in it. To this end, the school adopted the "backbone first, point to face" strategy, which promoted the full implementation of the curriculum reform.
1. The backbone of the tree
In Wuxi City and Yixing City, award-winning teachers or experts, rookies, etc., demonstrate classes in the school, and play a role in radiation. We have to arrange more than 20 teachers to demonstrate classes every semester, and invite teachers from the brother schools to observe and guide. The three excellent courses for young teachers must be multimedia lessons. It reflects the spirit of curriculum reform, highlights the role of students, strives to break through the traditional teaching methods, and focuses on the design of method design and inquiry activities. This type of class plays a role in the curriculum reform.
2. Go out and take the person
In recent years, the school has organized relevant teachers to visit, study in Nanjing, Wuxi, and Yixing, participate in the curriculum reform research activities of the brother schools, and in the activities, they will understand the direction of the curriculum reform and experience the classroom teaching methods and means of curriculum reform.
3. Please come in and make up for yourself
In the practice of curriculum reform, the school also invited teachers from the city and school district brother schools to come to the school to discuss the practice of teaching reform, make full use of the opportunity of some of the city's key teachers to come to school and excellent teachers to come to the school to demonstrate the lessons, to gain income in the exchange. In the mutual discussion, we seek development and promote improvement. Through these activities, we have exercised and improved the teaching staff of our school and promoted the improvement of education and teaching ability.
Fifth, strengthen teaching and research, and pay close attention to teacher training
Teachers are far from teaching practice and have encountered the most problems. Only by practicing and researching in practice can they become the main body of scientific research and effectively implement the new curriculum.
The school attaches great importance to the training of young teachers. At present, the young teachers of our school account for about two-thirds, and they are all in the front line of the curriculum reform teaching. Young teachers represent the future of the school, and the schools try their best to build a stage for their growth, stress the burden, guide the way, and let them give their strengths. The teaching philosophy of youth teaching is relatively advanced, but the teaching experience and scientific research level are weak. Through the blue-blue knot engineering, school-based training, participation in various competitions, and constantly improve their business standards, let them participate in various research groups, so that theory and practice are organically combined, and actually write the case and experience, through mutual communication, mutual inspiration, Complement each other, share each other's thoughts, opinions, emotions, seek new discoveries, reach consensus, share, advance together, and achieve teaching and learning. In the work of the blue and blue pair, the old teachers are asked to talk about class management, teaching mechanism, teaching methods, etc., so that young teachers can talk about the experience and confusion. This kind of activity is targeted, targeted and effective. Teachers' personal reading comprehension text information is often narrow and the thinking is relatively fixed. In order to better absorb and digest some modern ideas, the research team organizes members to conduct dialogues. According to their own experiences and sentiments, the thinking collides with each other in the debate. The spark of inspiration is flashing and the understanding of the text is more thorough.
6. Implement educational practices and continuously innovate and improve
The teaching practice is rich in content, involving every link of teaching work, embodying the party's educational policy, characteristics of the times, and the law of education, and plays a guiding role in the promotion of elementary education. In order to ensure the implementation of the teaching routine, the school at the beginning of each semester and each school year organizes all teachers to seriously study the educational routines formulated by the Municipal Education Bureau and the teaching and research section, paying special attention to the organization of new teachers and new transfer to teachers, so that they clearly request , unify the goal and enter the role as soon as possible.
Six steps: Organize learning, carefully formulate plans, carry out curriculum reform and practice, discuss with each other, analyze and adjust together, and constantly summarize and improve.
Five links: preparing for lessons, seeking truth in class, improving homework, seeking counseling, and seeking truth.
Part 3: Implementation Plan for Middle School Curriculum Reform
The new curriculum reform has been in practice for 10 years, and the profession of teachers has received much attention from the society. We are inevitably pushed to the forefront of reform, and the dynamic changes in the educational environment have placed higher demands on teachers. As far as the school is concerned, how can teachers grow and improve? How to effectively change the traditional teaching behavior? How to update the concept to participate in the curriculum reform? How to create a new situation in the reform and development of education in our school? These issues need to be considered and more urgently needed to be resolved. Of course, no matter which kind of teaching mode, no matter which kind of teaching method, its purpose is to mobilize the students' enthusiasm for learning, and to improve the efficiency of students' classroom learning, all of which serve the foundation of the school - the quality of education and teaching. To change traditional teaching, we must first study and study the new and effective teaching mode. At the same time, we must also train teachers in various forms. Then encourage teachers to try boldly, be brave in innovation, constantly reflect and summarize, and gradually step out of ourselves. The new curriculum of the curriculum. To this end, the Institute of Education and Research combines the teaching practice of the school to develop the following programs.
One. guiding ideology
The reform of the basic education curriculum is based on the "New Curriculum Standards". It is a breakthrough in the development of the school's educational status by transforming the concept and teaching behavior of teachers and realizing the change of students' learning style.
two. organization
The curriculum reform work should be carried out in depth, and it is necessary to establish a management mechanism with a guarantee. At the same time, it can better realize the institutionalization and standardization of the curriculum reform work. To this end, the school reform theory research group was established.
Organization
Leader: Gao Jian
Deputy leader: Sun Yimei Pan Fu
Member: Liang Zhenhua Chen Ying Qiao Rongxian
Yang Cuirong Liu Junling
2. Research team member responsibilities
a. Regularly hold group meetings to pay attention to the dynamic changes in the educational environment. Carry out theoretical research on advanced classroom modes such as “271 Efficient Classroom” and “Four Rings Teaching”, and practice in the classroom, constantly reflect and summarize, and finally extract the new classroom model suitable for the school.
b. Develop relevant content for teacher training and undertake training tasks and demonstration classes. It is necessary to take the lead in various teaching and research activities.
c. Participate in the process management and assessment of teacher training.
three. work goals
1. Regular teacher training, through various trainings, 80% of young teachers can update their ideas, actively participate in reforms, teaching and research activities.
2. Organize the application and research work of various topics, including the writing of teacher's thesis, and strive to break through the quality and quantity of the topics and papers in this school year.
3. Encourage teachers to be bold and innovative, explore new classroom models, and make classroom teaching energetic. Cultivate the learning attitude of students' independent cooperation and exploration, so as to improve learning efficiency.
4. Pay attention to routine management, insist on seeking new and pragmatic, and have a sense of service to ensure the sustainable development of school education and teaching.
four. specific measure
1. Teacher training: The change of teachers' concept in curriculum reform is the key. To promote curriculum reform smoothly, teachers need to participate in various trainings. In order to ensure the effectiveness and pertinence of teacher training, the training plan for teachers in Yunyang Town is specially formulated. painting.
2. Teaching Discussion: The true embodiment of the teacher's teaching concept is an important way to change the teacher's concept and improve the teacher's teaching ability in the classroom during various forms of teaching discussion and communication.
a. Collective lesson preparation: Collective lesson preparation is an important platform for teachers' business exchanges. See the collective preparation system for related requirements.
b. Conduct teaching and research activities such as “open class, report class, demonstration class”. Improve the listening evaluation system, provide teachers with a professional communication platform, provide experience and theoretical support for the growth of teachers, and timely summarize and promote the experience of curriculum reform.
c. The new form of education requires teachers to be inconsistent with stereotypes. To become a learning-oriented, research-oriented teacher, there must be thinking, analysis, and summarization. This semester requires each teacher to write at least one teaching reflection or teaching essay and a quality teaching paper in combination with his own teaching practice.
Fives. Problems that should be paid attention to in the course reform
1. The curriculum reform should be tailored to the local conditions. It must be combined with the actual situation of the school. It can learn and borrow the advanced curriculum reform experience of the external school, but it cannot be copied and imitated.
2. The training of teachers in the curriculum reform must pay attention to effectiveness and pertinence. At the same time, it is necessary to constantly reflect through practice and summarize the training effect in time.
3. Curriculum reform also requires grades to evaluate teachers, so teachers still have to establish a solid quality awareness.
Part 4: Implementation Plan for Middle School Curriculum Reform
First, the guiding ideology:
In order to further deepen the curriculum reform and improve the efficiency of classroom teaching, the school decided to study the successful experience of classroom teaching and management in Dulangkou Middle School, combined with the actual situation of our school, with the "tutorial case" and "group cooperative learning" as the carrier. The theory of vegetarian education and the new curriculum reform theory guide the teachers' interest and enthusiasm for teaching and research, guarantee the implementation of scientific management, support the professional growth of teachers, highlight key points, deepen research, and solve the main problems affecting the improvement of classroom teaching efficiency. The problem is to ensure the steady improvement of the quality of education and teaching, and to promote the common growth and development of teachers and students.
Second, the organization:
Curriculum reform experiment leading group
Leader: Chen Zhengping, responsible for the overall work of curriculum reform, focusing on publicity and mobilization, funding guarantee, system control, and curriculum reform. In charge of the mathematics reform work.
Deputy head:
Yan Mingbao; responsible for the research and implementation of moral education in the curriculum reform, the coordination of moral education and teaching; in charge of the curriculum reform of the Chinese, political and historical groups.
Wang Dong; responsible for training teachers, writing curriculum reform learning materials, formulating curriculum reform implementation plans, establishing curriculum reform related systems and coordinating problems in the implementation of curriculum reform. In charge of the English and physical group curriculum reform work.
Qian Rongyong; responsible for training students, creating and establishing a class curriculum reform culture, in charge of the curriculum reform of geography and biology groups.
Team member: Cai Wei: Responsible for student literacy training. Ge Daoxin: Responsible for logistics support. Zhang Yuan: Responsible for audio-visual equipment protection. Grade Leader: Responsible for the curriculum reform of this grade, summarizing the curriculum reform experience of this grade, and sharing the experience and lessons of each grade. Teaching and research team leader: Responsible for the curriculum reform teacher training in this subject, set up a group preparation group, based on the student's situation, according to the student's situation, prepare the task-based pre-study outline, task-based display topic and instructional design according to the school curriculum reform plan.
The curriculum reform leading group is responsible for the review and approval of the system. In the first phase of the curriculum reform, the weekly meeting system is implemented. According to the implementation plan and system, the progress is checked. If the curriculum reform is implemented smoothly, it will gradually be transformed into the monthly reporting system.
Third, build the model, optimize teaching.
Focus on building a new model of classroom teaching, the school's determined teaching model is: "five steps and four studies, independent and efficient." The “five steps” are the five teaching steps: the introduction of the situation – the independent cooperation – the commentary – the evaluation and consolidation – the rumor. "Four studies" means guidance, independent study, mutual study, and evaluation. "Autonomous and efficient" means pursuing "high, big and fast": "high" means high degree of student autonomy, high participation and enthusiasm; "big" means large capacity, large amount of thinking, and large amount of training; "fast" means happy teachers. The students are happy.
Fourth, the basic requirements
1. Pre-course reform training
Teacher training: teachers and students class guide: create atmosphere, set up study groups, guide students to participate in teaching, etc.; Teachers: 1 theoretical training, such as: special lectures; salon activities; experts, teaching and research staff, academic leaders, backbone teachers and Teacher guidance. 2 practical training, such as: teaching observation; listening, speaking, evaluation; board, language expression. 3 problem research: the actual problems around the teacher. Guide teachers to do postscripts, teaching diaries, teaching observation notes, regular exchanges; teaching reflection; regular organization of teaching problem diagnosis meetings - centralized exchange, joint discussion and other activities.
2. Classroom teaching links:
1), scenario introduction 2), self-learning 3), group support 4), group display 5), teacher dialing
6), feedback detection. 7) Finishing the rumors
3. Classroom operation:
1) Implement the “Three Masters”—teacher-led, student-centered, and training-oriented
2) Advocate "three self" - independent learning, independent inquiry, independent communication
3) Encourage “three moves” – brain, mouth, hands
4), to achieve "three meetings" - learning, learning, use
5) Develop "three-dimensional" - cognition, emotion, skill
4. Class evaluation:
From the evaluation of teachers to the evaluation of students, the main tasks of teachers are: Ming direction, passion, guiding law, and dispelling doubts.
1), from the teacher's explanation of the excitement to the evaluation of the student's participation
2) From the completeness of the evaluation of teaching links to the rationality of evaluation of teaching structure
3), from the activity level of the evaluation class to the evaluation of each student’s real learning status
4), from the interaction of teachers and students to the exchange of students
5), from the evaluation of the teacher's blackboard design to the evaluation of students' homework, notes and other exercises
6), from the basic skills of the evaluation teacher to the basic element of the evaluation of students
V. Work arrangements;
January: Strengthening learning, unifying thoughts, raising awareness, and formulating plans.
三月份：高效課堂學習培訓月，再學習，再研究，再突破，再參觀，走出去，請進來。學科帶頭人，骨幹教師率先上好示範課。
四月份：高效課堂實踐月。每人上研究課、達標課。
五月份：高效課堂賽課展示月。各備課組開展賽課活動，推出新秀。
六月份：高效課堂總結表彰月。
篇五：中學課改實施方案
一、課改認識
根據我們課改來看，有四個班已經進行一年了也取得了初步的效果。原七一語文第一次考試全鎮第六名，期末考試全鎮第一名，原七四班英語全鎮考試第五名，期末取得了一名的優異成績。同志們要明白“要改革，就別怕風險”，“ 如何改，是校長的事情；改不改，是認識的問題；改的程度，是學習的問題”。
二、管理問題
1、紀律。召開會議，明確要求。自主學習不抬頭，合作學習不大講話，展示交流不開小差等等。
2、氛圍。教室的氣氛是小組合作學習成功的關鍵之一。要營造一個良好的合作氛圍，使學生樂於合作，樂於提出問題、探究問題，就應該進行班級共建活動，如在教室裏布置類似這樣的標語：“聆聽別人的發言”、“人人參與”、“第一就要第一”“不思，故有惑；不求，故無得；不問，故無知”、“不比智力比努力”等。班級宣言天天誦。
3、培訓。展示的方法、要求，展示時其它同學的位置、參與方法等。
三、小組問題
1、班級學生可以分8小組以適宜，小組不可多，這樣便於班級管理，便於學生展示。
2、小組人數學可以安排6--8人，每小組設立組長、副組長、各科課代表。小組由學生自已命名。小組成員規定序號，提問板演使用方便。
3、自主管理，小組事務管理做到小組成員人人有事做，有的管理粉筆盒黑板擦、有的負責管理紀律衛生、有的負責管理自習課紀律、有的管理展示爭光、負責督察違紀等。
4、安排小組成員結對互助，實現小組間的對抗賽。
5、定期對小組進行評比：“爭先學習小組”、“優秀學習小組”、發言標兵、展示能手、自主學習模範、班級之星等。
四、黑板問題
1、每小組一面黑板，每面黑板分成兩部分，由每個小組分配安排。
2、黑板上邊緣每日更換名人名言佳句，由成員輪換值日。
3、前後黑板利用要最大化。可分四欄、三欄等。
4、黑板的作用：學生展示的舞台，教師檢查的平。上課導入新課後，可讓每個小組相同編號的學生上台展示。其餘學生思考探究性問題後準備展示。
五、工具問題
1、後門開放是管理規範的要求，是安全疏散的需要，是學校治理衛生工具有序擺設的管理需要，是檢查維護課堂的需要。每個班極安排專人負責前門的關鎖。
2、工具擺放遵循有序、便利原則。部分班級工具可放在門後、走廊，其它放在隱蔽的地方。
3、工具要整潔，教室中間不能擺放工具。班級衛生要細化到小組。
4、窗戶也包到小組。
六、時間問題
1、課堂學習時間每次預習和展示都規定時間，再在規定的時間內再有所放寬。當堂達標時間不能少。
2、教師講課時間不能多於25分鍾。
3、教師講話要言簡，表述精練。用幾句話描述的，不如一句話，還可以用一個詞表達，最好用一個“字”。教師的精言，學生才能多言。
七、課堂初步模式
三個模組：自主學習、展示交流、當堂達標
自主學習階段操作規程
1、時間安排自由掌控，定自主學習任務，適時檢查。
2、教師在課前：要簡要備課，明確本節學習目標、教材編寫意圖、學習時間、學習要求。預設課堂生成問題，基礎性預習題、拓展性預習題、展示性試題。再當堂達標
3、教師在課堂：提出要求、嚴明課堂紀律，巡視指導，現場歸納預習中的問題。
3、學生根據“課堂預習任務”的要求，帶著問題自學教材，積累對知識的認知理解，然後嘗試做預習作業。遇到障礙時可提交組內討論。對仍然不能解決的問題，留作“記號”等待全班交流時解決。
、課堂學習階段操作規程之一
一步、預習反饋。
簡明導入，板書課題，明確目標，反饋預習情況。
二步、合作探究、展示交流。
1、部分學生展示交流自學成果，並進行知識的遷移運用和對感悟的提煉提升。教師安排學生講解，註意對講解學生點撥、質疑，站在學生後排，提醒學生註意聽講課。課堂紀律嚴明。
2、出示探究性問題。教師把學生預習中不能解決的問題用小黑板出示。啓發學生思考。合作探究。註意展示。教師必須為主導。
3、解決學生提出問題。指導學生設計問題。
三步、盤點收獲、當堂達標。
該環節是進一步檢查三維目標的落實情況，尤其突出向“弱勢群體”傾斜；“課堂要向考試一樣堅強”；對後進學生可利用兵教兵、兵練兵、兵強兵，努力讓課堂達標。
八、模式問題
1、預習課和展示達標課。對於展示課的流程：一步激趣導入、預習檢查。 二、合作探究，展示交流，三、盤點收獲、當堂達標。
2、展示時學生可以要求部分學生離位置，學生講解時培訓、指導。
3、班導工作的落實力、速度力決定我校改革的成敗。您的工作作風決定團隊的活力。樹立遲做不如快做、被動不如主動。每天學校布置的工作必做，過去的工作必查，積極開展小組評比。
九、師生培訓
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