National Curriculum Reform Implementation Plan
Part 1: Implementation plan of the national curriculum reform
In order to better implement and embody the spirit of the new curriculum reform, establish a student development-oriented education concept, and further improve the quality of teaching in our town, and now formulate a new curriculum reform plan for our school.
First, the guiding ideology
We will fully implement the party's education policy, establish an education concept based on student development, base on the reality of our school, vigorously promote education innovation, build a new curriculum system, deepen the reform of basic education curriculum in our school, and comprehensively promote quality education.
Second, the curriculum reform goals
1. To comprehensively improve the quality of teachers, explore the professional development path of teachers, and build a long platform for teachers.
2. Provide space for students to develop, let them explore independently, exert creativity, and cultivate innovative ability.
Third, the establishment of a leading group
Team leader: He Zhidong
Deputy leader: Chang Zhenya
Specific person in charge: Wang Qiaozhen
Members: Du Shuangquan, Ma Haixia, Chang Yuanxi, Li Lijie, Wang Liping
Four: methods, measures
1. Focus on school-based training methods to help teachers fully update their educational concepts. The school will establish a concept that is people-oriented, establish a classroom-based position, take school-based teaching and research training as a starting point, and strengthen the overall curriculum reform program to strengthen the construction of the teaching staff, and strive to achieve three communication in the classroom, that is, full participation, interpersonal communication . Teaching integration, cultural communication. Teacher and student adjustment, spiritual communication. At the same time, teachers are required to write a good reflection after class.
2. The preparation and use of the guiding case is the focus of this year's curriculum reform. On the one hand, the preparation of the study case is required, and the teacher is required to prepare the guiding case according to the six-step mode of classroom teaching in our town. On the other hand, it is very good at guiding the study. The implementation of the case, through routine inspections, follow-up lectures, etc., to maximize the role of the guidance case, reflecting the value of the study.
3. Further advocate the harmonious classroom mode of “self-learning, cooperative inquiry, feedback exchange, and expansion and sublimation” to form a classroom atmosphere in which teachers and students participate in learning together and help each other.
4. Give full play to the role of the study group
In this issue, we will implement the learning activities of the learning group, actively train the team leader, and require fair competition between the group and the group. The school will learn from the division of labor and cooperation, team spirit and competition, and learn independently. Follow-up and other aspects to ensure that the "harmonious classroom teaching model" is implemented.
5, classroom mode
In this issue, we continue to create a “harmonious classroom model” in which everyone actively participates. Knowledge transfer requires efforts to understand, master, and apply. Fully develop students' various abilities. School-based teaching and research activities, integration of learning, teaching, and research, and through some theoretical studies, institutional incentives, etc., encourage teachers to demonstrate personalized teaching style.
Fourth, the event arrangement
1. Conduct new curriculum reform business in the fourth quarter of every Wednesday afternoon.
2. Actively carry out class evaluation activities, requiring teachers to actively attend classes and evaluate classes in order to improve together.
3. Seriously write a good reflection on teaching. Actively write curriculum reform papers and experience.
4. Actively train key teachers, set benchmarks, and guide the way.
Through study and training, we strive to form an atmosphere of “Dare to think of a famous teacher and strive to be a famous teacher” in our school, so that everyone can learn to have a model and have a goal to ensure that the curriculum reform is carried out smoothly in our school.
V. The objectives of this year's curriculum reform
The “Harmony Classroom Model” was formed in our school, and the participation of students in the study group activities was fully expanded. The teachers could write high-quality guide books according to the students' situation, and the classroom test completed the teaching tasks.
The implementation of the new curriculum reform will build a platform for us to fully demonstrate ourselves. We will continue to study and accumulate and strive to be the pioneer of the new curriculum reform.
Part 2: National Small Course Reform Implementation Plan
First, the work objectives:
Focusing on changing teaching methods, optimizing teaching modes and improving classroom efficiency, we will achieve comprehensive development, individual development, sustainable development and sustainable development of teachers in the new curriculum reform, and build a standard classroom. Promote school education and teaching work to a new level.
Second, the specific objectives:
1. Teacher-led: Teaching in a democratic way, the teacher's cumulative teaching time is no more than 15 minutes, and the teacher-student interaction drives the interaction between students and students.
2, the main body of students: students in the classroom are proactive, enthusiastic and full of courage and self-expression.
3, classroom activities: students can actively brain, hands-on, mouth, and experience the entire process of knowledge acquisition and ability formation.
Third, establish a sound organization, clearly define the division of labor
Team leader: Liu Yinqing
Responsibilities: Responsible for the overall planning and coordination of the school curriculum reform work
Deputy leader: Chang Xianzhen
Responsibilities: Organization planning for the specific affairs of the whole school curriculum reform
Member: All the teachers
Responsibilities: Responsible for the completion of relevant materials and work implementation of the curriculum reform on time, quality and quantity
Fourth, strengthen the construction of the teaching staff and promote the sustainable development of the school
"Progress in learning, improvement in research, development in innovation" is the realistic requirement of the times for education, and it is also the challenge that the times pose to teachers. The vegetarian education calls for the teachers of Gao Yusu, and the construction of a high-quality teacher team is the fundamental guarantee for comprehensively promoting the education of vegetarianism. Improve the quality of school education and teaching needs. To this end, under the new stage, our school will strengthen the training of the construction of the teaching staff based on the implementation of the new curriculum reform, send teachers to participate in the new curriculum reform training arranged by the higher level, and listen to the observation classes of the higher level organizations. Demonstration class, quality class.
Fifth, the initial attempt
Due to the small number of classes in our school, the small number of teachers, and the age of teachers, there are basically no academic leaders with certain qualities and abilities. Therefore, it is difficult to imagine how difficult it is to implement curriculum reform in our school. However, after careful discussion, the leadership team of our school felt that our school could still implement the curriculum reform. However, the steps should not be too large, and the requirements should not be too high and gradually implemented.
1) Hold a special meeting on curriculum reform to let teachers understand the meaning and methods of the new curriculum reform. Listen to other people's teaching methods through the Internet and master certain teaching skills.
2), teaching mode for reference:
Mathematics: Creating scenarios, introducing new lessons: observing practice, exploring new knowledge, consolidating exercises, diverging thinking, expanding application, divergent thinking, summing up after class, talking about feelings
Language: create high-level scenarios, introduce new lessons, first-time texts, overall perception, intensive reading of texts, problem solving, reading and writing, summing up sublimation, words, and consolidation testing.
Sixth, the implementation approach
1. Each teacher carefully prepares a new curriculum reform lesson plan and prepares to open an open class. From the lower grades to the upper grades. Through the form of lectures, it is understood whether the teacher's classroom teaching reflects the requirements of the new curriculum reform.
2. Leaders often push the door into the classroom to listen to the class, play the role of supervision, commend the teachers who have made progress in the curriculum reform, and encourage and help the teachers who have not progressed.
7. Implement responsibility and strengthen supervision
1. Leadership responsibility
In order to better obtain the first-hand information of the curriculum reform, in order to solve some practical problems in the teaching work, we must do it to listen to the lessons of each teacher. After the class, the leaders should organize the teachers to seek truth-seeking evaluations. At the same time, check whether the teacher in the class carefully prepares the class, attends the class, whether the content of the class is consistent with the lesson plan, and whether it is done according to the requirements of our curriculum reform.
2, teacher responsibility
Teachers must do the pre-class preparation in strict accordance with the method of curriculum reform. The situation is mainly reflected by the evaluation of the lecture teachers. The content of the teaching must be consistent with the content of the lesson preparation. Otherwise, the responsibility of the teacher will be investigated.
Eight, follow up the investigation, strengthen communication
Any new thing, at the beginning of its creation, will have such contradictions and problems, and it will inevitably be bumped at the beginning of implementation. To this end, we must play a collective role, work together, and be our teacher. After the class, you can communicate regularly or irregularly, including experience or troubles. At the same time, ask our teachers to have a monthly reflection on teaching. The length of the course can be short or short. At the end of the period, a high-quality paper is submitted, but it must be It is about the relevant content of our curriculum reform. At the same time, between the leaders of the lectures and the teachers in the class, they can spend a little time or a short time to exchange their experiences after listening to them. Moreover, the leaders of the lectures should focus on the lectures. In the grasp of the method and the actual results achieved by the students, as for the coherence of the teachers in the teaching, the teachers can not talk about the language of the teaching.
Nine, strengthen assessment, and strive for effectiveness
Leaders should be down-to-earth and conscientiously implement every step of supervision. On the one hand, the school should strengthen the assessment of teachers' teaching. On the other hand, schools should also increase the tracking of students in the curriculum reform, and understand their gains in the curriculum reform. Problems exist and propose some targeted solutions and measures.
Part 3: National Small Course Reform Implementation Plan
It is an important task in the current basic education field to comprehensively implement quality education and deepen the reform of basic education curriculum. In order to truly implement the classroom teaching reform model, comprehensively implement the elementary education, improve the quality of teachers and students, improve the education and teaching standards of our school, deepen the reform of education and teaching, and comprehensively improve the quality of education and teaching. After discussion and research, we decided to be in our school. The implementation of the "10+30" teaching mode is fully implemented.
First, the guiding ideology
We will comprehensively implement the education policy, comprehensively improve the quality of education and teaching, and establish a modern education philosophy of "people-oriented, all-round development". With the curriculum standards of each subject as the rule, under the guidance of the new curriculum concept, the new curriculum reform will be implemented in a solid and effective manner. Transforming the teaching behavior of teachers, establishing the subjective status of students, realizing the transformation of students' learning styles, deepening the reform of education, making breakthrough progress in the education of elementary education, and creating a new situation of education reform and development. .
Second, organizational leadership
Third, the implementation steps
The first stage: the promotion mobilization stage. On the morning of September 22, the township education committee held a meeting of the heads of the schools. In the afternoon, the school immediately held a meeting of the school leadership team to unify the thinking and raise awareness. Then, the school's teacher teaching changers meeting was held to update the concept and clarify the goals.
The second stage: the establishment of the chapter system, study and discussion stage. First, the school strengthened the organization of the organization, formulated implementation plans, and improved various rules and regulations. The second is to study and study the curriculum standards of various subjects, master the operational essentials, and comprehend its connotation; the third is to learn the advanced experience of Jingzhou United, the children of the small school, the Liyang school and the small and complete small. The fourth is to strengthen the discussion of the basic operation modes of various disciplines, organize excellent teachers to prepare lessons according to the basic mode of operation procedures, and design guide projects.
The third stage: the use of the standard stage. The first step is to build a platform and carry out major competitions. Organize the use of the "10+30" mode classroom teaching contest, in the activities let the frontline teachers further master the teaching process, and further improve the teaching skills of teachers. The second step is to promote the typical tree and cultivate the disciplines of the discipline. Select a group of outstanding young and middle-aged teachers with good ideas, strong business ability, high teaching standards and potential for development, as the academic leaders or training targets of the school, cultivate a group of disciplines and form a good form of development. . The third step, the typical approach, implements professional leadership. As soon as possible, establish a typical model of "10+30" in this unit, let them become local experts in classroom teaching, and give full play to their professional leading role.
The fourth stage: summary and promotion stage. Further strengthen the research on the basic mode of classroom teaching, while carefully studying and applying the basic model, strengthen the research of various teaching methods, enrich and upgrade the basic style, and extract the basic variants. At the same time, it is necessary to play the role of academic leaders or local experts in classroom teaching, and promote their typical class cases by holding observation classes, seminars, and open classes, so that each teacher can take a high-level class.
Part 4: National Small Curriculum Reform Implementation Plan
Curriculum reforms include the reform of teaching materials and the reform of teaching methods. Textbook reform is the arrangement, selection and logic of reform textbooks. The purpose is to improve students' ability, including learning ability, thinking ability and innovation ability. The reform of the teaching method is to reform the method, reconstruct the classroom structure, change the teaching mode, improve and optimize the teaching effect, let the students learn in happiness, grow in happiness, promote the professional development of teachers and the lifelong development of students. According to the requirements of the Fengdu County Education Committee's "Fengdu County Small and Medium Classroom Teaching Model Reform Action Plan", combined with the actual situation of China's small town, the "Dongjiazhen China Small Curriculum Reform Implementation Plan" was formulated.
First, the purpose of the purpose
Taking "three orientations" and "scientific development concept" as the guide of action, with "constructivism", "multiple wisdom" and "learning pyramid" as the theoretical support, and taking the reform of China's small classroom teaching mode as the basic way to promote teachers Professional development and lifelong development of students are the fundamental purpose, comprehensively update the concept of education, re-construct the classroom structure, completely transform the teaching model, and effectively turn the simple pursuit of "maximum teaching achievements" to the pursuit of "the most optimal teaching efficiency". Quickly improve the quality and standard of education in our town, and vigorously create the characteristics of Dongjia curriculum reform.
Second, the leadership team
Leadership team member
Team leader: Li Shiping
Deputy leader: Li Puquan
Member: Huang Suhua
Xiong Biping
Huang Zongquan
Xiong Zhongquan
Leading group work responsibilities
1. Develop a detailed and practical school-level implementation plan and semester promotion plan;
2. Pay attention to the dynamics of curriculum reform and actively absorb relevant curriculum reform information;
3. Regularly organize teacher learning, training, and improve the theoretical level of teacher curriculum reform;
4. In-depth class observation, organizing lectures, and conducting various forms of research activities;
5. Summarize the experience of curriculum reform, improve the curriculum reform achievements, shape the curriculum reform and quality projects, and create a curriculum reform school.
Third, the work target
Changing teaching behavior
1. Change from "teaching" to "development"
The traditional teaching of imparting knowledge pays attention to the teaching of the "jing" and neglects the development of "people". The new curriculum calls for people-oriented, and teaching must emphasize the development of people. Teachers are not "teaching" textbooks, but "using" teaching materials to achieve the developmental effectiveness and educational effectiveness of teaching.
2. The transition from "unified specification" education to "differential education"
The one-size-fits-all, step-by-step approach, uniform specifications, and uniform requirements of education are not suitable for the development and needs of today's education. There are no two identical green leaves in the forest. It is necessary to train teachers to study individual differences among students and teach them in accordance with their aptitude.
3. The transition from "teaching" to "learning"
In the traditional teaching, the teacher is holding the students, the students are around the teacher, the teachers are the main body, and the students are the tools of the teachers. We should study the new teaching behaviors of "how to learn from students" to decide "how to teach teachers". We should not focus on "teaching", but should focus on "learning", adjust roles, teachers, and students. For the main body.
4, from the "results" to the "process"
The traditional teaching only depends on the final result, and the teaching under the new curriculum should pay attention to the teaching process, that is, how the students are learning, how the teachers are guiding, and let the students master both knowledge and development ability in this learning process.
5. From "constrained" to "equality and harmony"
For traditional teaching, teachers are the supreme status of “I teach you to learn”, “I tell you to listen”, “I read you”, students are the “tools” for teachers, and students are “containers”. Teacher-student relationship is extremely unequal. Nowadays, educational thought requires the establishment of a new harmonious teacher-student relationship. Students are the main body. Students can express their opinions and exchanges in the group like teachers.
6. From "modeling" of teaching to "personalization" of teaching
The traditional teaching model "Organizational Teaching - Review Transitions - Teaching New Textbooks - Consolidating New Textbooks - Deploying Extracurricular Assignments" was proposed by Herbart in the second half of the 19th century. This model is "teacher center, textbook center". The "three centers" of the classroom center are the core of the theory, paying attention to the socialization of people, attaching importance to the teacher's discipline of students and the control of students' learning, and emphasizing the systematic cultural knowledge education for students through classroom teaching. Modern education requires teachers to establish a sense of role and form a personalized teaching. Teachers are required to be brave in innovation, courage to accumulate, dare to sum up, be brave in taking the opportunity, be brave in learning and brave to improve, optimize their teaching behavior, and innovate their own teaching style.
Through the training, training and training of teachers, the openness, diversity, characteristics and effectiveness of teaching behaviors are realized.
Change learning style
Under the new curriculum standards, we must actively advocate the "independent, cooperative, and inquiry-based" learning methods, emphasizing that teachers should establish a new curriculum concept, a new concept of knowledge, a new concept of students, a new concept of teachers, a new concept of teaching, and a new The classroom view, completely out of the "closed", striding into the "open". Resolutely put an end to the "sea tactics", "mechanical repetition" exercises and "cramming" infusion.
1. Change "I want to learn" as "I want to learn"
In the teaching process, we can stimulate students' interest in learning by creating effective teaching situations and setting up relevant learning activities, so that students are willing to learn and learn.
2. Change "I want to learn" as "I can learn"
Let students learn to change, "I want to learn" as "I can learn", we must start with the guidance of students' learning methods, take students' learning and practice as the starting point, and carry out targeted instruction for students' current situation.
3. Change "I Accumulate" to "I Innovate"
Cultivating students' sense of innovation can start from cultivating students' problem consciousness. On the one hand, it emphasizes learning through problems, and regards problems as the fulcrum of learning and the main line running through the learning process. On the other hand, through learning to generate problems, The learning process is seen as the process of discovering problems, asking questions, analyzing problems, and solving problems.
4, change "I intervene" as "I invest"
Experience is a prominent feature of the modern approach. In the teaching process, we can emphasize the combination of active participation and direct experience, so that students' learning is no longer only in the category of cognition and rationality, but extends to the fields of emotion, physiology and personality. Stimulating students' interest in learning can also make students' non-intellectual aspects develop well. Students are fully engaged in learning and learning, and in the process of learning, students will develop naturally and subtly.
5, change "I am the same" as "I am different"
Students have a unique personality. Each student's learning style is essentially a manifestation of their unique personality. Effective learning methods are personalized, and there is no unified way of being effective. All students are required to learn and master the same learning content in the same time and under the same learning conditions with their own learning emotions, learning methods and learning ideas, to achieve the same level of learning and quality, and to reflect the individual differences in student learning. Sex.
Through the change of learning style, students can learn in happiness, grow in learning, learn to live, learn to be a person, learn to learn, self-confidence and self-improvement, and adulthood.
Change evaluation method
The traditional single-score unique evaluation system ignores the improvement of students' comprehensive quality, neglects the students' desire and ability to continue learning, and neglects the development of individual differences and differences.
The new curriculum reform calls for the establishment of new evaluation methods, paying attention to the growth of children, paying attention to the physical and mental health of children, paying attention to the differences in children's personality, allowing teachers to enjoy life in teaching and allowing teachers to grow in their work.
Evaluation should be focused on development, heavy ability, heavy ambiguity, and high standards. There are evaluations, evaluations, and evaluations every day. It is necessary to pay attention to the optimization of individual students' development. It is necessary to pay attention to the improvement of the overall level of the class. The evaluation of education and teaching management realizes the development of students and students, the development of class, the development of school and school, and the development of teachers.
1. To reflect the diversity of evaluation. Students should be evaluated in a variety of ways and in a variety of ways, so that each student can demonstrate their knowledge and abilities through a way that suits their intelligent characteristics and learning style. Therefore, in the evaluation of students, you can set up more evaluation projects, such as "the development of all excellent students", "excellent students in cultural studies", "civilized teenagers", "special students", "progressive awards", etc., so that each student There are "brands" and all have "faces."
2. Encourage students to participate in evaluation and self-evaluation. Students should be encouraged to actively participate in the evaluation and self-evaluation of others; the evaluation of students should be changed from the past “one language hall” to “group language”, and the past “central system” should be changed to “democracy system”. A student's evaluation consists of evaluations from teachers, parents, student peers, students themselves, and even community members.
3. Give students a comprehensive optimization evaluation at the end of the period. The final evaluation is a comprehensive performance of students in a period of thought, study, life and other aspects. The evaluation of teachers should be in place, appropriate, more encouraging, and more important. It is necessary to give the students a "mirror" and give the students a "face".
Fourth, work measures
With point and face, regional advancement, full development
1. Middle school curriculum reform
The curriculum reform work of Dongjia Middle School focuses on the main subjects of grades 7-8, with the classroom teaching mode of “learning first and then teaching”. Within one year, advance to the 9th grade to implement the curriculum reform to make the high school graduation results more efficient and optimized.
2, the national curriculum reform
The curriculum reform of the national group focuses on the language and mathematics of grades 3-6, in order to promote the reform and development of other disciplines. The language subject is based on "Fengdu County National Small Language Development Reading Classroom Teaching Mode" and "National Small Chinese Language Five-Link Teaching Mode". The mathematics is Mr. Qiu Xuehua's "Trying Teaching Method - First Learning and Teaching Seven-Step Teaching Mode" Mainly.
The Chinese language, mathematics and other disciplines of the first grade and the second grade do a good job in the regular teaching and basic teaching of the students of the beginning grade, and gradually embody the new curriculum reform philosophy.
3. All the small curriculum reform disciplines in China must implement the “learning system teaching” that is synchronized with the classroom teaching model.
Each school shall formulate detailed school-level curriculum reform implementation plans, curriculum reform implementation progress planning and related system catalogues.
Course reform work, starting from 20XX, good start, each school chooses a good course to change the seedlings. In 20XX, the curriculum reform in a certain area was realized. In the autumn, the overall promotion was achieved. The science has a model, and everyone has a project. In 20XX, the main body of the small curriculum reform in China should be shaped and set.
Promote the town's curriculum reform with the "four lessons" activity
1. Leading cadres have a good education reform "observation class"
The 3-4th week of each issue is the “Leadership Reform Week”. From the director of the Education Center, the teaching and research staff, the school principal, the branch secretary to the middle-level leading cadres, they must take a good course in the “Course Reform Week”. In the “Course Reform Week”, the Education Center organized the Chinese small administrative and key teachers to participate in the study. The national team adopted the two methods of “teaching in the school” and “inter-school exchange coaching”, so that all the administrations were in class. Excellent confidence and determination in the change.
2, teaching and research staff to teach reform "research course"
The teaching and research staff will take a subject research course in the primary school every month, fully adopt the curriculum reform methods used by each school, find the feelings in the classroom, find problems, find cases, and grow together with the frontline teachers.
3, the backbone teachers have a good teaching reform "demonstration class"
The key teachers at each school level must arrange the curriculum of the curriculum reform demonstration class in the semester work plan of the teaching department, and carry out activities according to the plan. Each stage of the town-level backbone teachers will arrange a demonstration class by the education center, and the national group will stage a tour in three small countries. The backbone teachers should take the lead role of the demonstration and the radiation effect of the curriculum reform method. They should use the curriculum reform mode to carefully design the teaching plans and study cases, and never allow "light-loaded battles" and "sugar makeup debut."
4. Young teachers have a good teaching reform "qualified course"
Young teachers refer to young and middle-aged teachers under the age of 40. Each period is arranged by the school's teaching departments for a round of teaching reform. The curriculum reform standards for young teachers require everyone to be qualified. Those who fail to pass the evaluation are required to redesign and re-evaluate. Each period must meet the "qualified" level. All the teaching departments should effectively formulate the "Evaluation Criteria for the Qualification Course for Young Teachers".
Through the "four lessons" activities, the curriculum reform will be opened to every school, every class, and everyone, to create a curriculum reform process. "Weekly shows, there are wonderful months."
Scientific record course
1. Each town-level activity or school-level activity must have a detailed activity plan. School-level activities must be reported to the Education and Management Center for review. After the decision is made, the school-level “four lessons” activities can be implemented.
2, each activity organization should be strict, the process should be fine, and the effect should be optimized. After class, we should organize the "speaking, commenting, and deliberating" curriculum reform research activities, and let the coaches see the hope and face the problem through the research activities; let the lecturers listen to the lessons and learn the income.
3, each school "four lessons" activities to do slogans, there are photos, everyone has a lesson plan, everyone has reflection, there are records. All departments of the department should design and produce a "record book for the study of curriculum reforms", scientifically and completely record the comprehensive course of the curriculum reform, and collect the archives of the curriculum changes.
Implement the listening evaluation system and promote the effect of curriculum reform
The main purpose of small observation, discussion and evaluation activities in China is to improve teaching behavior and improve the effectiveness of classroom teaching. Teachers are encouraged to observe the classroom, to understand the classroom, to learn from the students, to promote dialogue, to promote reflection, and to grow together; to encourage the coaches to use the classroom as a platform to examine themselves, reflect on themselves, and improve themselves. Oppose and put an end to "invalid evaluation", "over-the-counter review" and "flattering".
1. After the administrative lecture, check the preparation, assignment correction, assessment test, etc., and evaluate the grades of excellent, good, medium and bad. The administrative lectures must include all the subjects that the school should open in the first period. Each of the Chinese middle and upper cadres listens to the lessons of all teachers in the jurisdiction. According to the regulations of the Education Commission, the non-class-time administration of the school is not less than 50 sessions per semester, and not less than 100 sessions per year. The number of classes for each class is not less than 40 sessions per year, and no less than 80 sessions per year.
2. The town-level backbone teachers should have no less than 30 sessions per session and no less than 60 sessions per year. The school-level backbone teachers are not less than 25 sessions per course, and no less than 50 sessions a year.
3. The other first-line teachers in the school should have no less than 20 sessions per semester, and no less than 40 sessions per year.
4. The number and quality of teachers' listening courses are included in the school assessment. The school should supervise the number of teachers' listening courses and resolutely crack down on the plagiarism records. The number and quality of the school's administrative listening courses are listed as the assessment of the school by the education center.
Please come in and pass the band; go out and learn
1. The Education and Management Center should contact the education experts of the county, city and other provinces, ask the experts to enter the house, talk about the concepts and methods, let the teachers and experts get in touch with each other, and exchange ideas and methods for advanced curriculum reform.
2, with the school as a unit, organize some teachers to go to the county brothers school to learn to observe, take the opportunity to learn.
3. The Center for Education and Management organizes a small number of administrative, backbone teachers and class reform leaders in China to study and study.
4. Actively organize Chinese small-disciplinary teachers to go out to study, learn classroom lectures, lectures or academic reports from famous teachers, educators and experts. Adhere to the priority of the curriculum reform project, the priority of the backbone teachers, the development potential and the active and eager teachers are preferred, so that each study has a purpose, a plan, a task, avoid blind selection, learning and no work, waste indicators, The phenomenon of excessive use of resources.
Sum up and refine, create quality products and create features
1. All teachers and administrators who have curriculum reform projects write a high-quality curriculum reform paper in each period, and the education management center selects the town to communicate. The school's teaching department collects the complete papers for archival purposes.
2. Each school principal and the head of the teaching department will make a comprehensive summary of the school's curriculum reform work in each period, summarize the achievements made by the teacher, and scientifically propose the later development direction.
3. For the results of the curriculum reforms obtained by each school, each school should carry out the fine-grained modeling and characteristic creation of excellent grades and disciplines, and set up an excellent banner of curriculum reform in the whole town to promote the whole county to promote the town of China. The overall advancement of the curriculum reform work.
4. Each school submits a curriculum reform information to the county education committee and the education department every month.
Do a good job of five combinations
1. The curriculum reform work is combined with the party building work of “creating the first to compete for excellence”
Party members and cadres, party members, activists, and key teachers should give full play to the leading role. In the monthly “one lecture, two comments, and three public announcements” activities, the curriculum reform teachers should tell the experience, tell the results, tell the lack, and tell the direction of improvement.
2. Combination of school-level training and teacher self-study
Each school's teaching department must organize the curriculum reform theory training, so that the teachers can understand the three main subject reform theories of "constructivism", "multiple wisdom" and "learning pyramid", so that Zhou Zhou has learning and Zhou Zhou Have training.
It is necessary to give full play to the role of the training content of the “Dongjia Education Information” blog and the “New Teacher Professional Skills Development Research” blog, to guide teachers to participate in online learning, and to supervise teachers to optimize self-learning.
3. The curriculum reform work is combined with the regular teaching and research activities of the school.
The curriculum reform work should be closely combined with the regular teaching and research activities. The curriculum reform should be reflected in the activities, so that the model is independent but the activities are not independent.
4. The curriculum reform work is combined with other scientific research topics in the school.
It is necessary to organically combine other scientific research topics, and inject research into curriculum reform and curriculum reform in the research of the subject.
5. Combination of curriculum reform work and school evaluation and commendation
The school formulated the reward system and evaluation system for the curriculum reform work, and commended the advanced individuals who rewarded the curriculum reform work.
V. Safeguard measures
1. Strictly implement the “one-vote veto” policy of the “China Small Classroom Teaching Model Reform”, and incorporate the reform of the Chinese small classroom teaching model into the school principal and team assessment, and implement a “one-vote veto”:
Schools that have not implemented curriculum reform, the school principal and the head of the teaching department or the scientific research management staff implement the "one-vote veto", the administrative can not be evaluated, the advanced can not be evaluated, the title can not be promoted, and the position can not be promoted;
The grades of the school principals and department heads or scientific research management staff and teachers cannot be evaluated and cannot be advanced;
Teachers who have not implemented the curriculum reform in depth can not be judged or advanced.
2. Any teacher who does not have a course reform project may not apply for the selection of the town-level backbone teachers.
3. Effectively guarantee the investment in the reform of the teaching mode of small classrooms in China. All Chinese small must increase the funding for classroom teaching mode, and purchase the necessary small blackboards, projectors, learning tools, papers and other technical funds in phases to ensure the collective preparation, activities and materials, school preparation and use. The actual needs of the job.
4. Implement the reform of the course reform to ensure that the work of the small curriculum reform in Dongjia Town is outstanding. Every year, the national middle school and the central school pay a deposit of 1,000 yuan each, and the two small schools pay a change of 500 yuan.
Sixth, evaluation and assessment
1. At the end of each year, the school's curriculum reform work shall be assessed. If it is qualified, the deposit for the year shall be refunded; if it is unqualified, the penalty shall not be refunded.
Assessment criteria:
20XX: Each school has a detailed and detailed school-level curriculum reform implementation plan, a curriculum reform implementation promotion project plan, a curriculum reform work reward system and evaluation system, an administrative observation class activity program, and a young and middle-aged teacher curriculum reform Course evaluation plan, record book of special course research activities, photo of course reform activities, archives of complete curriculum reform, and one-third of class teachers implement curriculum reform.
20XX years: According to the plan, according to the course to promote the curriculum reform, there are various programs, records comprehensive, photos, and the overall progress at the end of the year.
20XX: According to the plan, the curriculum reform will be promoted according to the whole process. There are various plans and records, and there are photos. The school implements the curriculum reform model for each class of each school. The main body model of the school is formed, and some courses are completed. The implementation of teachers has achieved initial results and the basic features have emerged.
20XX: According to the plan and the overall progress of the curriculum reform according to the course, there are various programs, records and comprehensive photos, which form the regional characteristics of the school, and there are school curriculum reforms.
2. Each year, an excellent school for advanced curriculum reform will be selected and listed for commendation. The principal, the director of the teaching department or the leader of the curriculum reform will be awarded 100 yuan each and a certificate of honor will be awarded.
3. Each year, 5 outstanding teachers and 10 small nationals will be selected for the course reform, and a certificate of honor will be awarded and 100 yuan will be awarded.
Part V: National Small Curriculum Reform Implementation Plan
Under the direct leadership of the Party Central Committee and the State Council, the current basic education curriculum reform is progressing smoothly throughout the country with the rapid development of the world. This reform, the pace of the pace, the speed and the difficulty, are incomparable in previous reforms. It will realize the historical transformation of China's small curriculum from the subject-based and knowledge-based to the development of each disabled student. The pace of curriculum reform in special education is also being actively carried out. In order to ensure the smooth progress of the curriculum reform, our school has formulated an implementation plan for the curriculum reform experiment.
l. Change concepts and learn new courses. The "Decision on the Reform and Development of Basic Education" clearly states that the implementation of elementary education must correct educational ideas and change educational concepts. If all our educators can't do this, curriculum reform will be difficult to achieve the desired results, and quality education will be in the form. Compared with the past, this curriculum reform has made a major change in how to treat students with disabilities, learning, knowledge, development, and curriculum. In order to deepen the understanding and grasp of the new curriculum, the school established a curriculum reform learning leadership group, and organized various forms of training according to the different situations of teachers. "Learning", adopting the method of going out and coming in, selecting young backbone teachers to participate in the new curriculum training and observation activities at the city and film level, grasping the dynamics of curriculum reform; asking city and district education experts to come to the school for lectures, guidance, and listen to them. Experience and understanding of the new curriculum. “Search”, organize teachers to collect information, on the one hand, search for educational journals, learn the advanced ideas and practical experiences of others, and on the other hand, make full use of the advantages of the Internet, collect the latest curriculum reform information, and understand the course improvement process. “Gift”, the school equips each teacher with new curriculum standards in various disciplines, “Interpretation of the Basic Education Curriculum Reform Outline” and “Into the New Curriculum”, requiring all teachers to use their spare time to teach themselves. “研”，組織教師學習現代教育理論，分學科學習新課程標準，研究新課程標準與教學大綱之間的本質區別，組織“走進新課程”學習心得交流會。通過一系列培訓、學習、研討，教師對新課程的理解從“換了一本書”、“《大綱》 換個名”逐步得到提高、深化：隨著新課程的運行，教師應調整自己的角色，改變傳統的教育方法，由知識的傳授者、殘疾學生的管理者、教學活動中的主角轉變為殘疾學生成長的引領者、殘疾學生潛能的喚醒者、教育內容的研究者、教育藝術的探索者、殘疾學生知識建構的促進者、校本課程的開發者。實施新課程任重道遠， 隻有加強學習，提高貭素，努力探索，才能跟上時代步伐，才能使我們的教育實現質的飛躍。
2、開發新的課程資源。課程資源是新課程改革的一個重要概念。《綱要》指出，要改革課程資源過於集中的狀況，實現國家、地方、學校三級管理，增強課程對地方、學校及殘疾學生的適應性。為強化課程資源意識，提高對課程資源的認識水準，我校要以“烙鐵畫”這一特色教育為主，進一步完善校本教材的編寫工作，同時，在近兩年完成對信息技術教育和美術教學的校本教材編寫工作。以教研為單位開展跨學科的綜合實踐活動。各教研組確定一個主題，設計好外出考察、分類匯總、課堂交流展示等系列活動,讓殘疾學生在活動中獲取知識，提高能力，加深對家鄉的了解和熱愛。教師也要在活動中進一步提高對新課程的認識，積累開展綜合活動的經驗，提高綜合實踐課的效益。
校外活動是學校教育教學活動的延伸與拓展，大力發展校外紅領巾、科普、藝術活動，是我校開展課改實踐、開發校本課程新的舉措。校外活動要採用請進來、走出去的方法，把校外輔導員請到學校，給殘疾學生開講座，辦展覽；同時，又把我們的雛鷹假日小隊放飛到社會的各個角落，愛綠護綠、自我服務、城市精神、科技創造、藝術能手等都成為校外活動的主題，圍繞著這些活動，根據殘疾學生興趣愛好分設繪畫社、合唱隊、科技組等組開展活動，要求各組在培養殘疾學生興趣愛好和能力的同時，積極參加各級比賽、活動，並取得優良成績。
信息技術教育、信息技術與學科教學的整合研究，我校在幾年前就取得了不錯的成效。 在校本課程的開發中，學校將加大信息技術教育的投入,建立了教學素材庫，實現資源共享，在硬體上基本達到了信息化學校的要求，為教師探索信息技術與學科課程的整合之路奠定了基礎，我校還將建設校園網、建設校園網站，讓師生更好的利用網路資源創造條件。為提高殘疾學生學習信息技術的效果，除上好每堂信息技術課外，我校還將組織殘疾學生開展電子繪畫、打字和文本編輯、幻燈片製作、網上蒐集資料等競賽活動，並鼓勵高年級同學“換筆作文”、網上收集學習資料，促進學習方法的轉變。
“讓課堂每天都是新的”，在教師們的課改實踐中，學校的教殘疾學生活一定會發生較大的變化，教師也應由單純關註知識傳授、殘疾學生成績，轉為關註殘疾學生的學習方法、學習願望和學習能力的培養，關註殘疾學生的情感、態度和價值觀。課程改革是一項復雜、艱巨的綜合性系統工程，課改工作已經拉開序幕,教育工作者任重道遠,但隻要我們認清情勢,通過努力學習不斷提高自身貭素,在課改的道路上勤於實踐、勇於探索，就一定能與新課程同前進、共成長。
3、註重師資培訓。教育的情勢正不斷在發生新的變化，在新情勢下，自覺加強學習，學政治、學理論、學文化，學習全教會精神，對於提高青年教師對創新教育意義的認識，提高自身的綜合貭素，增強對做好教育教學工作的緊迫感和危機感有著極為重要的意義。在上級各級機關的正確領導下，我校廣大青年教師一方面認真參加上級組織的各項繼續教育活動，同時結合我校教育教學特色和35周歲以下青年教師的實際情況，緊緊圍繞教育教學活動為中心，切實有效地組織開展形式多樣、有意義的各項培訓活動。轉變觀念，以先進的教育理念武裝教師的頭腦，是進行課改的前提，扎扎實實練好教育教學的基本功，增強教師特別是青年教師的教學業務能力，是順利開展課改實踐的基礎。根據學校特點，我校製定了青年教師培養目標和規劃，確定了不同年齡段教師所要達到的標準，學校對教師參加學歷、業務培訓給予了大力支持。面對新的教育情勢和要求，青年教師要掀起學習的熱潮，通過各種途徑的繼續教育，使我校青年教師100%達到大專或大學部學歷、100%通過術考試、國語水準測試、英語和電腦等級考試，100%能獨立製作網頁、課件，每學期全體青年教師均要通過課改實踐撰寫課改論文，並要又不少於10篇論文在區以上評比中獲獎或刊物上發表。結合培養目標，學校要繼續堅持在青年教師中開展了“露一手”教學基本功比賽，內容包括課件製作、網路操作、硬筆和粉筆字、語言表達能力、英語會話、課改實驗公開課等，以達到全面提高青年教師綜合能力的目的。
新課程倡導“立足過程，促進發展”，強調在教學活動中開展自主學習、合作學習、探究性學習，註重每一個殘疾學生的發展。為讓教師順利走進新課程。學校對不同年級的實驗工作系統籌劃，分類指導。在學校統一部署下，語文教師要以“大語文觀”開展課內外實踐活動，在培養語文學習興趣、增大閱讀量、擴大知識面上進行探索；數學教師要在與殘疾學生生活實際相結合、數學能力的培養上開展實驗；體育與健康教師，要探索開放式課堂教學模式實驗，精心設計每節課的體育活動，讓殘疾學生在自主、愉悅的課堂氛圍中學習健康知識，增強體能體質；綜合實踐活動是新課程體系中的必修課，是具有自己獨立功能和價值的課程，也是這次課改最具特色的部分，它的整體性、開放性、實踐性、自主性，使得教師在引導殘疾學生獲得豐富經驗和真切體驗、形成對自然、社會和自我的整體認識與責任感、形成較強的實踐能力和整體意識上，有了一塊充分施展才能和特長的天地，學校要精心挑選有一定特長的教師擔當本學科的教學工作，教師們應充分根據自己的特長優勢， “以人為本”地精心設計活動方案，多形式地指導殘疾學生實踐，充分體現殘疾學生的自主、合作意識，使殘疾學生獲得綜合發展，並由教導處牽頭，每位教師每月編寫一個活動案例並組織交流、討論、修改，形成有學校特色的活動案例。為提高課改效果，學校要開展好“四個一”活動：每一節課後寫一段教學心得；每月召開一次課改例會；每人撰寫一篇課改論文，每人開一節符合課改精神的公開課。
In order to better implement and embody the spirit of the new curriculum reform, establish a student development-oriented education concept, and further improve the quality of teaching in our town, and now formulate a new curriculum reform plan for our school.
First, the guiding ideology
We will fully implement the party's education policy, establish an education concept based on student development, base on the reality of our school, vigorously promote education innovation, build a new curriculum system, deepen the reform of basic education curriculum in our school, and comprehensively promote quality education.
Second, the curriculum reform goals
1. To comprehensively improve the quality of teachers, explore the professional development path of teachers, and build a long platform for teachers.
2. Provide space for students to develop, let them explore independently, exert creativity, and cultivate innovative ability.
Third, the establishment of a leading group
Team leader: He Zhidong
Deputy leader: Chang Zhenya
Specific person in charge: Wang Qiaozhen
Members: Du Shuangquan, Ma Haixia, Chang Yuanxi, Li Lijie, Wang Liping
Four: methods, measures
1. Focus on school-based training methods to help teachers fully update their educational concepts. The school will establish a concept that is people-oriented, establish a classroom-based position, take school-based teaching and research training as a starting point, and strengthen the overall curriculum reform program to strengthen the construction of the teaching staff, and strive to achieve three communication in the classroom, that is, full participation, interpersonal communication . Teaching integration, cultural communication. Teacher and student adjustment, spiritual communication. At the same time, teachers are required to write a good reflection after class.
2. The preparation and use of the guiding case is the focus of this year's curriculum reform. On the one hand, the preparation of the study case is required, and the teacher is required to prepare the guiding case according to the six-step mode of classroom teaching in our town. On the other hand, it is very good at guiding the study. The implementation of the case, through routine inspections, follow-up lectures, etc., to maximize the role of the guidance case, reflecting the value of the study.
3. Further advocate the harmonious classroom mode of “self-learning, cooperative inquiry, feedback exchange, and expansion and sublimation” to form a classroom atmosphere in which teachers and students participate in learning together and help each other.
4. Give full play to the role of the study group
In this issue, we will implement the learning activities of the learning group, actively train the team leader, and require fair competition between the group and the group. The school will learn from the division of labor and cooperation, team spirit and competition, and learn independently. Follow-up and other aspects to ensure that the "harmonious classroom teaching model" is implemented.
5, classroom mode
In this issue, we continue to create a “harmonious classroom model” in which everyone actively participates. Knowledge transfer requires efforts to understand, master, and apply. Fully develop students' various abilities. School-based teaching and research activities, integration of learning, teaching, and research, and through some theoretical studies, institutional incentives, etc., encourage teachers to demonstrate personalized teaching style.
Fourth, the event arrangement
1. Conduct new curriculum reform business in the fourth quarter of every Wednesday afternoon.
2. Actively carry out class evaluation activities, requiring teachers to actively attend classes and evaluate classes in order to improve together.
3. Seriously write a good reflection on teaching. Actively write curriculum reform papers and experience.
4. Actively train key teachers, set benchmarks, and guide the way.
Through study and training, we strive to form an atmosphere of “Dare to think of a famous teacher and strive to be a famous teacher” in our school, so that everyone can learn to have a model and have a goal to ensure that the curriculum reform is carried out smoothly in our school.
V. The objectives of this year's curriculum reform
The “Harmony Classroom Model” was formed in our school, and the participation of students in the study group activities was fully expanded. The teachers could write high-quality guide books according to the students' situation, and the classroom test completed the teaching tasks.
The implementation of the new curriculum reform will build a platform for us to fully demonstrate ourselves. We will continue to study and accumulate and strive to be the pioneer of the new curriculum reform.
Part 2: National Small Course Reform Implementation Plan
First, the work objectives:
Focusing on changing teaching methods, optimizing teaching modes and improving classroom efficiency, we will achieve comprehensive development, individual development, sustainable development and sustainable development of teachers in the new curriculum reform, and build a standard classroom. Promote school education and teaching work to a new level.
Second, the specific objectives:
1. Teacher-led: Teaching in a democratic way, the teacher's cumulative teaching time is no more than 15 minutes, and the teacher-student interaction drives the interaction between students and students.
2, the main body of students: students in the classroom are proactive, enthusiastic and full of courage and self-expression.
3, classroom activities: students can actively brain, hands-on, mouth, and experience the entire process of knowledge acquisition and ability formation.
Third, establish a sound organization, clearly define the division of labor
Team leader: Liu Yinqing
Responsibilities: Responsible for the overall planning and coordination of the school curriculum reform work
Deputy leader: Chang Xianzhen
Responsibilities: Organization planning for the specific affairs of the whole school curriculum reform
Member: All the teachers
Responsibilities: Responsible for the completion of relevant materials and work implementation of the curriculum reform on time, quality and quantity
Fourth, strengthen the construction of the teaching staff and promote the sustainable development of the school
"Progress in learning, improvement in research, development in innovation" is the realistic requirement of the times for education, and it is also the challenge that the times pose to teachers. The vegetarian education calls for the teachers of Gao Yusu, and the construction of a high-quality teacher team is the fundamental guarantee for comprehensively promoting the education of vegetarianism. Improve the quality of school education and teaching needs. To this end, under the new stage, our school will strengthen the training of the construction of the teaching staff based on the implementation of the new curriculum reform, send teachers to participate in the new curriculum reform training arranged by the higher level, and listen to the observation classes of the higher level organizations. Demonstration class, quality class.
Fifth, the initial attempt
Due to the small number of classes in our school, the small number of teachers, and the age of teachers, there are basically no academic leaders with certain qualities and abilities. Therefore, it is difficult to imagine how difficult it is to implement curriculum reform in our school. However, after careful discussion, the leadership team of our school felt that our school could still implement the curriculum reform. However, the steps should not be too large, and the requirements should not be too high and gradually implemented.
1) Hold a special meeting on curriculum reform to let teachers understand the meaning and methods of the new curriculum reform. Listen to other people's teaching methods through the Internet and master certain teaching skills.
2), teaching mode for reference:
Mathematics: Creating scenarios, introducing new lessons: observing practice, exploring new knowledge, consolidating exercises, diverging thinking, expanding application, divergent thinking, summing up after class, talking about feelings
Language: create high-level scenarios, introduce new lessons, first-time texts, overall perception, intensive reading of texts, problem solving, reading and writing, summing up sublimation, words, and consolidation testing.
Sixth, the implementation approach
1. Each teacher carefully prepares a new curriculum reform lesson plan and prepares to open an open class. From the lower grades to the upper grades. Through the form of lectures, it is understood whether the teacher's classroom teaching reflects the requirements of the new curriculum reform.
2. Leaders often push the door into the classroom to listen to the class, play the role of supervision, commend the teachers who have made progress in the curriculum reform, and encourage and help the teachers who have not progressed.
7. Implement responsibility and strengthen supervision
1. Leadership responsibility
In order to better obtain the first-hand information of the curriculum reform, in order to solve some practical problems in the teaching work, we must do it to listen to the lessons of each teacher. After the class, the leaders should organize the teachers to seek truth-seeking evaluations. At the same time, check whether the teacher in the class carefully prepares the class, attends the class, whether the content of the class is consistent with the lesson plan, and whether it is done according to the requirements of our curriculum reform.
2, teacher responsibility
Teachers must do the pre-class preparation in strict accordance with the method of curriculum reform. The situation is mainly reflected by the evaluation of the lecture teachers. The content of the teaching must be consistent with the content of the lesson preparation. Otherwise, the responsibility of the teacher will be investigated.
Eight, follow up the investigation, strengthen communication
Any new thing, at the beginning of its creation, will have such contradictions and problems, and it will inevitably be bumped at the beginning of implementation. To this end, we must play a collective role, work together, and be our teacher. After the class, you can communicate regularly or irregularly, including experience or troubles. At the same time, ask our teachers to have a monthly reflection on teaching. The length of the course can be short or short. At the end of the period, a high-quality paper is submitted, but it must be It is about the relevant content of our curriculum reform. At the same time, between the leaders of the lectures and the teachers in the class, they can spend a little time or a short time to exchange their experiences after listening to them. Moreover, the leaders of the lectures should focus on the lectures. In the grasp of the method and the actual results achieved by the students, as for the coherence of the teachers in the teaching, the teachers can not talk about the language of the teaching.
Nine, strengthen assessment, and strive for effectiveness
Leaders should be down-to-earth and conscientiously implement every step of supervision. On the one hand, the school should strengthen the assessment of teachers' teaching. On the other hand, schools should also increase the tracking of students in the curriculum reform, and understand their gains in the curriculum reform. Problems exist and propose some targeted solutions and measures.
Part 3: National Small Course Reform Implementation Plan
It is an important task in the current basic education field to comprehensively implement quality education and deepen the reform of basic education curriculum. In order to truly implement the classroom teaching reform model, comprehensively implement the elementary education, improve the quality of teachers and students, improve the education and teaching standards of our school, deepen the reform of education and teaching, and comprehensively improve the quality of education and teaching. After discussion and research, we decided to be in our school. The implementation of the "10+30" teaching mode is fully implemented.
First, the guiding ideology
We will comprehensively implement the education policy, comprehensively improve the quality of education and teaching, and establish a modern education philosophy of "people-oriented, all-round development". With the curriculum standards of each subject as the rule, under the guidance of the new curriculum concept, the new curriculum reform will be implemented in a solid and effective manner. Transforming the teaching behavior of teachers, establishing the subjective status of students, realizing the transformation of students' learning styles, deepening the reform of education, making breakthrough progress in the education of elementary education, and creating a new situation of education reform and development. .
Second, organizational leadership
Third, the implementation steps
The first stage: the promotion mobilization stage. On the morning of September 22, the township education committee held a meeting of the heads of the schools. In the afternoon, the school immediately held a meeting of the school leadership team to unify the thinking and raise awareness. Then, the school's teacher teaching changers meeting was held to update the concept and clarify the goals.
The second stage: the establishment of the chapter system, study and discussion stage. First, the school strengthened the organization of the organization, formulated implementation plans, and improved various rules and regulations. The second is to study and study the curriculum standards of various subjects, master the operational essentials, and comprehend its connotation; the third is to learn the advanced experience of Jingzhou United, the children of the small school, the Liyang school and the small and complete small. The fourth is to strengthen the discussion of the basic operation modes of various disciplines, organize excellent teachers to prepare lessons according to the basic mode of operation procedures, and design guide projects.
The third stage: the use of the standard stage. The first step is to build a platform and carry out major competitions. Organize the use of the "10+30" mode classroom teaching contest, in the activities let the frontline teachers further master the teaching process, and further improve the teaching skills of teachers. The second step is to promote the typical tree and cultivate the disciplines of the discipline. Select a group of outstanding young and middle-aged teachers with good ideas, strong business ability, high teaching standards and potential for development, as the academic leaders or training targets of the school, cultivate a group of disciplines and form a good form of development. . The third step, the typical approach, implements professional leadership. As soon as possible, establish a typical model of "10+30" in this unit, let them become local experts in classroom teaching, and give full play to their professional leading role.
The fourth stage: summary and promotion stage. Further strengthen the research on the basic mode of classroom teaching, while carefully studying and applying the basic model, strengthen the research of various teaching methods, enrich and upgrade the basic style, and extract the basic variants. At the same time, it is necessary to play the role of academic leaders or local experts in classroom teaching, and promote their typical class cases by holding observation classes, seminars, and open classes, so that each teacher can take a high-level class.
Part 4: National Small Curriculum Reform Implementation Plan
Curriculum reforms include the reform of teaching materials and the reform of teaching methods. Textbook reform is the arrangement, selection and logic of reform textbooks. The purpose is to improve students' ability, including learning ability, thinking ability and innovation ability. The reform of the teaching method is to reform the method, reconstruct the classroom structure, change the teaching mode, improve and optimize the teaching effect, let the students learn in happiness, grow in happiness, promote the professional development of teachers and the lifelong development of students. According to the requirements of the Fengdu County Education Committee's "Fengdu County Small and Medium Classroom Teaching Model Reform Action Plan", combined with the actual situation of China's small town, the "Dongjiazhen China Small Curriculum Reform Implementation Plan" was formulated.
First, the purpose of the purpose
Taking "three orientations" and "scientific development concept" as the guide of action, with "constructivism", "multiple wisdom" and "learning pyramid" as the theoretical support, and taking the reform of China's small classroom teaching mode as the basic way to promote teachers Professional development and lifelong development of students are the fundamental purpose, comprehensively update the concept of education, re-construct the classroom structure, completely transform the teaching model, and effectively turn the simple pursuit of "maximum teaching achievements" to the pursuit of "the most optimal teaching efficiency". Quickly improve the quality and standard of education in our town, and vigorously create the characteristics of Dongjia curriculum reform.
Second, the leadership team
Leadership team member
Team leader: Li Shiping
Deputy leader: Li Puquan
Member: Huang Suhua
Xiong Biping
Huang Zongquan
Xiong Zhongquan
Leading group work responsibilities
1. Develop a detailed and practical school-level implementation plan and semester promotion plan;
2. Pay attention to the dynamics of curriculum reform and actively absorb relevant curriculum reform information;
3. Regularly organize teacher learning, training, and improve the theoretical level of teacher curriculum reform;
4. In-depth class observation, organizing lectures, and conducting various forms of research activities;
5. Summarize the experience of curriculum reform, improve the curriculum reform achievements, shape the curriculum reform and quality projects, and create a curriculum reform school.
Third, the work target
Changing teaching behavior
1. Change from "teaching" to "development"
The traditional teaching of imparting knowledge pays attention to the teaching of the "jing" and neglects the development of "people". The new curriculum calls for people-oriented, and teaching must emphasize the development of people. Teachers are not "teaching" textbooks, but "using" teaching materials to achieve the developmental effectiveness and educational effectiveness of teaching.
2. The transition from "unified specification" education to "differential education"
The one-size-fits-all, step-by-step approach, uniform specifications, and uniform requirements of education are not suitable for the development and needs of today's education. There are no two identical green leaves in the forest. It is necessary to train teachers to study individual differences among students and teach them in accordance with their aptitude.
3. The transition from "teaching" to "learning"
In the traditional teaching, the teacher is holding the students, the students are around the teacher, the teachers are the main body, and the students are the tools of the teachers. We should study the new teaching behaviors of "how to learn from students" to decide "how to teach teachers". We should not focus on "teaching", but should focus on "learning", adjust roles, teachers, and students. For the main body.
4, from the "results" to the "process"
The traditional teaching only depends on the final result, and the teaching under the new curriculum should pay attention to the teaching process, that is, how the students are learning, how the teachers are guiding, and let the students master both knowledge and development ability in this learning process.
5. From "constrained" to "equality and harmony"
For traditional teaching, teachers are the supreme status of “I teach you to learn”, “I tell you to listen”, “I read you”, students are the “tools” for teachers, and students are “containers”. Teacher-student relationship is extremely unequal. Nowadays, educational thought requires the establishment of a new harmonious teacher-student relationship. Students are the main body. Students can express their opinions and exchanges in the group like teachers.
6. From "modeling" of teaching to "personalization" of teaching
The traditional teaching model "Organizational Teaching - Review Transitions - Teaching New Textbooks - Consolidating New Textbooks - Deploying Extracurricular Assignments" was proposed by Herbart in the second half of the 19th century. This model is "teacher center, textbook center". The "three centers" of the classroom center are the core of the theory, paying attention to the socialization of people, attaching importance to the teacher's discipline of students and the control of students' learning, and emphasizing the systematic cultural knowledge education for students through classroom teaching. Modern education requires teachers to establish a sense of role and form a personalized teaching. Teachers are required to be brave in innovation, courage to accumulate, dare to sum up, be brave in taking the opportunity, be brave in learning and brave to improve, optimize their teaching behavior, and innovate their own teaching style.
Through the training, training and training of teachers, the openness, diversity, characteristics and effectiveness of teaching behaviors are realized.
Change learning style
Under the new curriculum standards, we must actively advocate the "independent, cooperative, and inquiry-based" learning methods, emphasizing that teachers should establish a new curriculum concept, a new concept of knowledge, a new concept of students, a new concept of teachers, a new concept of teaching, and a new The classroom view, completely out of the "closed", striding into the "open". Resolutely put an end to the "sea tactics", "mechanical repetition" exercises and "cramming" infusion.
1. Change "I want to learn" as "I want to learn"
In the teaching process, we can stimulate students' interest in learning by creating effective teaching situations and setting up relevant learning activities, so that students are willing to learn and learn.
2. Change "I want to learn" as "I can learn"
Let students learn to change, "I want to learn" as "I can learn", we must start with the guidance of students' learning methods, take students' learning and practice as the starting point, and carry out targeted instruction for students' current situation.
3. Change "I Accumulate" to "I Innovate"
Cultivating students' sense of innovation can start from cultivating students' problem consciousness. On the one hand, it emphasizes learning through problems, and regards problems as the fulcrum of learning and the main line running through the learning process. On the other hand, through learning to generate problems, The learning process is seen as the process of discovering problems, asking questions, analyzing problems, and solving problems.
4, change "I intervene" as "I invest"
Experience is a prominent feature of the modern approach. In the teaching process, we can emphasize the combination of active participation and direct experience, so that students' learning is no longer only in the category of cognition and rationality, but extends to the fields of emotion, physiology and personality. Stimulating students' interest in learning can also make students' non-intellectual aspects develop well. Students are fully engaged in learning and learning, and in the process of learning, students will develop naturally and subtly.
5, change "I am the same" as "I am different"
Students have a unique personality. Each student's learning style is essentially a manifestation of their unique personality. Effective learning methods are personalized, and there is no unified way of being effective. All students are required to learn and master the same learning content in the same time and under the same learning conditions with their own learning emotions, learning methods and learning ideas, to achieve the same level of learning and quality, and to reflect the individual differences in student learning. Sex.
Through the change of learning style, students can learn in happiness, grow in learning, learn to live, learn to be a person, learn to learn, self-confidence and self-improvement, and adulthood.
Change evaluation method
The traditional single-score unique evaluation system ignores the improvement of students' comprehensive quality, neglects the students' desire and ability to continue learning, and neglects the development of individual differences and differences.
The new curriculum reform calls for the establishment of new evaluation methods, paying attention to the growth of children, paying attention to the physical and mental health of children, paying attention to the differences in children's personality, allowing teachers to enjoy life in teaching and allowing teachers to grow in their work.
Evaluation should be focused on development, heavy ability, heavy ambiguity, and high standards. There are evaluations, evaluations, and evaluations every day. It is necessary to pay attention to the optimization of individual students' development. It is necessary to pay attention to the improvement of the overall level of the class. The evaluation of education and teaching management realizes the development of students and students, the development of class, the development of school and school, and the development of teachers.
1. To reflect the diversity of evaluation. Students should be evaluated in a variety of ways and in a variety of ways, so that each student can demonstrate their knowledge and abilities through a way that suits their intelligent characteristics and learning style. Therefore, in the evaluation of students, you can set up more evaluation projects, such as "the development of all excellent students", "excellent students in cultural studies", "civilized teenagers", "special students", "progressive awards", etc., so that each student There are "brands" and all have "faces."
2. Encourage students to participate in evaluation and self-evaluation. Students should be encouraged to actively participate in the evaluation and self-evaluation of others; the evaluation of students should be changed from the past “one language hall” to “group language”, and the past “central system” should be changed to “democracy system”. A student's evaluation consists of evaluations from teachers, parents, student peers, students themselves, and even community members.
3. Give students a comprehensive optimization evaluation at the end of the period. The final evaluation is a comprehensive performance of students in a period of thought, study, life and other aspects. The evaluation of teachers should be in place, appropriate, more encouraging, and more important. It is necessary to give the students a "mirror" and give the students a "face".
Fourth, work measures
With point and face, regional advancement, full development
1. Middle school curriculum reform
The curriculum reform work of Dongjia Middle School focuses on the main subjects of grades 7-8, with the classroom teaching mode of “learning first and then teaching”. Within one year, advance to the 9th grade to implement the curriculum reform to make the high school graduation results more efficient and optimized.
2, the national curriculum reform
The curriculum reform of the national group focuses on the language and mathematics of grades 3-6, in order to promote the reform and development of other disciplines. The language subject is based on "Fengdu County National Small Language Development Reading Classroom Teaching Mode" and "National Small Chinese Language Five-Link Teaching Mode". The mathematics is Mr. Qiu Xuehua's "Trying Teaching Method - First Learning and Teaching Seven-Step Teaching Mode" Mainly.
The Chinese language, mathematics and other disciplines of the first grade and the second grade do a good job in the regular teaching and basic teaching of the students of the beginning grade, and gradually embody the new curriculum reform philosophy.
3. All the small curriculum reform disciplines in China must implement the “learning system teaching” that is synchronized with the classroom teaching model.
Each school shall formulate detailed school-level curriculum reform implementation plans, curriculum reform implementation progress planning and related system catalogues.
Course reform work, starting from 20XX, good start, each school chooses a good course to change the seedlings. In 20XX, the curriculum reform in a certain area was realized. In the autumn, the overall promotion was achieved. The science has a model, and everyone has a project. In 20XX, the main body of the small curriculum reform in China should be shaped and set.
Promote the town's curriculum reform with the "four lessons" activity
1. Leading cadres have a good education reform "observation class"
The 3-4th week of each issue is the “Leadership Reform Week”. From the director of the Education Center, the teaching and research staff, the school principal, the branch secretary to the middle-level leading cadres, they must take a good course in the “Course Reform Week”. In the “Course Reform Week”, the Education Center organized the Chinese small administrative and key teachers to participate in the study. The national team adopted the two methods of “teaching in the school” and “inter-school exchange coaching”, so that all the administrations were in class. Excellent confidence and determination in the change.
2, teaching and research staff to teach reform "research course"
The teaching and research staff will take a subject research course in the primary school every month, fully adopt the curriculum reform methods used by each school, find the feelings in the classroom, find problems, find cases, and grow together with the frontline teachers.
3, the backbone teachers have a good teaching reform "demonstration class"
The key teachers at each school level must arrange the curriculum of the curriculum reform demonstration class in the semester work plan of the teaching department, and carry out activities according to the plan. Each stage of the town-level backbone teachers will arrange a demonstration class by the education center, and the national group will stage a tour in three small countries. The backbone teachers should take the lead role of the demonstration and the radiation effect of the curriculum reform method. They should use the curriculum reform mode to carefully design the teaching plans and study cases, and never allow "light-loaded battles" and "sugar makeup debut."
4. Young teachers have a good teaching reform "qualified course"
Young teachers refer to young and middle-aged teachers under the age of 40. Each period is arranged by the school's teaching departments for a round of teaching reform. The curriculum reform standards for young teachers require everyone to be qualified. Those who fail to pass the evaluation are required to redesign and re-evaluate. Each period must meet the "qualified" level. All the teaching departments should effectively formulate the "Evaluation Criteria for the Qualification Course for Young Teachers".
Through the "four lessons" activities, the curriculum reform will be opened to every school, every class, and everyone, to create a curriculum reform process. "Weekly shows, there are wonderful months."
Scientific record course
1. Each town-level activity or school-level activity must have a detailed activity plan. School-level activities must be reported to the Education and Management Center for review. After the decision is made, the school-level “four lessons” activities can be implemented.
2, each activity organization should be strict, the process should be fine, and the effect should be optimized. After class, we should organize the "speaking, commenting, and deliberating" curriculum reform research activities, and let the coaches see the hope and face the problem through the research activities; let the lecturers listen to the lessons and learn the income.
3, each school "four lessons" activities to do slogans, there are photos, everyone has a lesson plan, everyone has reflection, there are records. All departments of the department should design and produce a "record book for the study of curriculum reforms", scientifically and completely record the comprehensive course of the curriculum reform, and collect the archives of the curriculum changes.
Implement the listening evaluation system and promote the effect of curriculum reform
The main purpose of small observation, discussion and evaluation activities in China is to improve teaching behavior and improve the effectiveness of classroom teaching. Teachers are encouraged to observe the classroom, to understand the classroom, to learn from the students, to promote dialogue, to promote reflection, and to grow together; to encourage the coaches to use the classroom as a platform to examine themselves, reflect on themselves, and improve themselves. Oppose and put an end to "invalid evaluation", "over-the-counter review" and "flattering".
1. After the administrative lecture, check the preparation, assignment correction, assessment test, etc., and evaluate the grades of excellent, good, medium and bad. The administrative lectures must include all the subjects that the school should open in the first period. Each of the Chinese middle and upper cadres listens to the lessons of all teachers in the jurisdiction. According to the regulations of the Education Commission, the non-class-time administration of the school is not less than 50 sessions per semester, and not less than 100 sessions per year. The number of classes for each class is not less than 40 sessions per year, and no less than 80 sessions per year.
2. The town-level backbone teachers should have no less than 30 sessions per session and no less than 60 sessions per year. The school-level backbone teachers are not less than 25 sessions per course, and no less than 50 sessions a year.
3. The other first-line teachers in the school should have no less than 20 sessions per semester, and no less than 40 sessions per year.
4. The number and quality of teachers' listening courses are included in the school assessment. The school should supervise the number of teachers' listening courses and resolutely crack down on the plagiarism records. The number and quality of the school's administrative listening courses are listed as the assessment of the school by the education center.
Please come in and pass the band; go out and learn
1. The Education and Management Center should contact the education experts of the county, city and other provinces, ask the experts to enter the house, talk about the concepts and methods, let the teachers and experts get in touch with each other, and exchange ideas and methods for advanced curriculum reform.
2, with the school as a unit, organize some teachers to go to the county brothers school to learn to observe, take the opportunity to learn.
3. The Center for Education and Management organizes a small number of administrative, backbone teachers and class reform leaders in China to study and study.
4. Actively organize Chinese small-disciplinary teachers to go out to study, learn classroom lectures, lectures or academic reports from famous teachers, educators and experts. Adhere to the priority of the curriculum reform project, the priority of the backbone teachers, the development potential and the active and eager teachers are preferred, so that each study has a purpose, a plan, a task, avoid blind selection, learning and no work, waste indicators, The phenomenon of excessive use of resources.
Sum up and refine, create quality products and create features
1. All teachers and administrators who have curriculum reform projects write a high-quality curriculum reform paper in each period, and the education management center selects the town to communicate. The school's teaching department collects the complete papers for archival purposes.
2. Each school principal and the head of the teaching department will make a comprehensive summary of the school's curriculum reform work in each period, summarize the achievements made by the teacher, and scientifically propose the later development direction.
3. For the results of the curriculum reforms obtained by each school, each school should carry out the fine-grained modeling and characteristic creation of excellent grades and disciplines, and set up an excellent banner of curriculum reform in the whole town to promote the whole county to promote the town of China. The overall advancement of the curriculum reform work.
4. Each school submits a curriculum reform information to the county education committee and the education department every month.
Do a good job of five combinations
1. The curriculum reform work is combined with the party building work of “creating the first to compete for excellence”
Party members and cadres, party members, activists, and key teachers should give full play to the leading role. In the monthly “one lecture, two comments, and three public announcements” activities, the curriculum reform teachers should tell the experience, tell the results, tell the lack, and tell the direction of improvement.
2. Combination of school-level training and teacher self-study
Each school's teaching department must organize the curriculum reform theory training, so that the teachers can understand the three main subject reform theories of "constructivism", "multiple wisdom" and "learning pyramid", so that Zhou Zhou has learning and Zhou Zhou Have training.
It is necessary to give full play to the role of the training content of the “Dongjia Education Information” blog and the “New Teacher Professional Skills Development Research” blog, to guide teachers to participate in online learning, and to supervise teachers to optimize self-learning.
3. The curriculum reform work is combined with the regular teaching and research activities of the school.
The curriculum reform work should be closely combined with the regular teaching and research activities. The curriculum reform should be reflected in the activities, so that the model is independent but the activities are not independent.
4. The curriculum reform work is combined with other scientific research topics in the school.
It is necessary to organically combine other scientific research topics, and inject research into curriculum reform and curriculum reform in the research of the subject.
5. Combination of curriculum reform work and school evaluation and commendation
The school formulated the reward system and evaluation system for the curriculum reform work, and commended the advanced individuals who rewarded the curriculum reform work.
V. Safeguard measures
1. Strictly implement the “one-vote veto” policy of the “China Small Classroom Teaching Model Reform”, and incorporate the reform of the Chinese small classroom teaching model into the school principal and team assessment, and implement a “one-vote veto”:
Schools that have not implemented curriculum reform, the school principal and the head of the teaching department or the scientific research management staff implement the "one-vote veto", the administrative can not be evaluated, the advanced can not be evaluated, the title can not be promoted, and the position can not be promoted;
The grades of the school principals and department heads or scientific research management staff and teachers cannot be evaluated and cannot be advanced;
Teachers who have not implemented the curriculum reform in depth can not be judged or advanced.
2. Any teacher who does not have a course reform project may not apply for the selection of the town-level backbone teachers.
3. Effectively guarantee the investment in the reform of the teaching mode of small classrooms in China. All Chinese small must increase the funding for classroom teaching mode, and purchase the necessary small blackboards, projectors, learning tools, papers and other technical funds in phases to ensure the collective preparation, activities and materials, school preparation and use. The actual needs of the job.
4. Implement the reform of the course reform to ensure that the work of the small curriculum reform in Dongjia Town is outstanding. Every year, the national middle school and the central school pay a deposit of 1,000 yuan each, and the two small schools pay a change of 500 yuan.
Sixth, evaluation and assessment
1. At the end of each year, the school's curriculum reform work shall be assessed. If it is qualified, the deposit for the year shall be refunded; if it is unqualified, the penalty shall not be refunded.
Assessment criteria:
20XX: Each school has a detailed and detailed school-level curriculum reform implementation plan, a curriculum reform implementation promotion project plan, a curriculum reform work reward system and evaluation system, an administrative observation class activity program, and a young and middle-aged teacher curriculum reform Course evaluation plan, record book of special course research activities, photo of course reform activities, archives of complete curriculum reform, and one-third of class teachers implement curriculum reform.
20XX years: According to the plan, according to the course to promote the curriculum reform, there are various programs, records comprehensive, photos, and the overall progress at the end of the year.
20XX: According to the plan, the curriculum reform will be promoted according to the whole process. There are various plans and records, and there are photos. The school implements the curriculum reform model for each class of each school. The main body model of the school is formed, and some courses are completed. The implementation of teachers has achieved initial results and the basic features have emerged.
20XX: According to the plan and the overall progress of the curriculum reform according to the course, there are various programs, records and comprehensive photos, which form the regional characteristics of the school, and there are school curriculum reforms.
2. Each year, an excellent school for advanced curriculum reform will be selected and listed for commendation. The principal, the director of the teaching department or the leader of the curriculum reform will be awarded 100 yuan each and a certificate of honor will be awarded.
3. Each year, 5 outstanding teachers and 10 small nationals will be selected for the course reform, and a certificate of honor will be awarded and 100 yuan will be awarded.
Part V: National Small Curriculum Reform Implementation Plan
Under the direct leadership of the Party Central Committee and the State Council, the current basic education curriculum reform is progressing smoothly throughout the country with the rapid development of the world. This reform, the pace of the pace, the speed and the difficulty, are incomparable in previous reforms. It will realize the historical transformation of China's small curriculum from the subject-based and knowledge-based to the development of each disabled student. The pace of curriculum reform in special education is also being actively carried out. In order to ensure the smooth progress of the curriculum reform, our school has formulated an implementation plan for the curriculum reform experiment.
l. Change concepts and learn new courses. The "Decision on the Reform and Development of Basic Education" clearly states that the implementation of elementary education must correct educational ideas and change educational concepts. If all our educators can't do this, curriculum reform will be difficult to achieve the desired results, and quality education will be in the form. Compared with the past, this curriculum reform has made a major change in how to treat students with disabilities, learning, knowledge, development, and curriculum. In order to deepen the understanding and grasp of the new curriculum, the school established a curriculum reform learning leadership group, and organized various forms of training according to the different situations of teachers. "Learning", adopting the method of going out and coming in, selecting young backbone teachers to participate in the new curriculum training and observation activities at the city and film level, grasping the dynamics of curriculum reform; asking city and district education experts to come to the school for lectures, guidance, and listen to them. Experience and understanding of the new curriculum. “Search”, organize teachers to collect information, on the one hand, search for educational journals, learn the advanced ideas and practical experiences of others, and on the other hand, make full use of the advantages of the Internet, collect the latest curriculum reform information, and understand the course improvement process. “Gift”, the school equips each teacher with new curriculum standards in various disciplines, “Interpretation of the Basic Education Curriculum Reform Outline” and “Into the New Curriculum”, requiring all teachers to use their spare time to teach themselves. “研”，組織教師學習現代教育理論，分學科學習新課程標準，研究新課程標準與教學大綱之間的本質區別，組織“走進新課程”學習心得交流會。通過一系列培訓、學習、研討，教師對新課程的理解從“換了一本書”、“《大綱》 換個名”逐步得到提高、深化：隨著新課程的運行，教師應調整自己的角色，改變傳統的教育方法，由知識的傳授者、殘疾學生的管理者、教學活動中的主角轉變為殘疾學生成長的引領者、殘疾學生潛能的喚醒者、教育內容的研究者、教育藝術的探索者、殘疾學生知識建構的促進者、校本課程的開發者。實施新課程任重道遠， 隻有加強學習，提高貭素，努力探索，才能跟上時代步伐，才能使我們的教育實現質的飛躍。
2、開發新的課程資源。課程資源是新課程改革的一個重要概念。《綱要》指出，要改革課程資源過於集中的狀況，實現國家、地方、學校三級管理，增強課程對地方、學校及殘疾學生的適應性。為強化課程資源意識，提高對課程資源的認識水準，我校要以“烙鐵畫”這一特色教育為主，進一步完善校本教材的編寫工作，同時，在近兩年完成對信息技術教育和美術教學的校本教材編寫工作。以教研為單位開展跨學科的綜合實踐活動。各教研組確定一個主題，設計好外出考察、分類匯總、課堂交流展示等系列活動,讓殘疾學生在活動中獲取知識，提高能力，加深對家鄉的了解和熱愛。教師也要在活動中進一步提高對新課程的認識，積累開展綜合活動的經驗，提高綜合實踐課的效益。
校外活動是學校教育教學活動的延伸與拓展，大力發展校外紅領巾、科普、藝術活動，是我校開展課改實踐、開發校本課程新的舉措。校外活動要採用請進來、走出去的方法，把校外輔導員請到學校，給殘疾學生開講座，辦展覽；同時，又把我們的雛鷹假日小隊放飛到社會的各個角落，愛綠護綠、自我服務、城市精神、科技創造、藝術能手等都成為校外活動的主題，圍繞著這些活動，根據殘疾學生興趣愛好分設繪畫社、合唱隊、科技組等組開展活動，要求各組在培養殘疾學生興趣愛好和能力的同時，積極參加各級比賽、活動，並取得優良成績。
信息技術教育、信息技術與學科教學的整合研究，我校在幾年前就取得了不錯的成效。 在校本課程的開發中，學校將加大信息技術教育的投入,建立了教學素材庫，實現資源共享，在硬體上基本達到了信息化學校的要求，為教師探索信息技術與學科課程的整合之路奠定了基礎，我校還將建設校園網、建設校園網站，讓師生更好的利用網路資源創造條件。為提高殘疾學生學習信息技術的效果，除上好每堂信息技術課外，我校還將組織殘疾學生開展電子繪畫、打字和文本編輯、幻燈片製作、網上蒐集資料等競賽活動，並鼓勵高年級同學“換筆作文”、網上收集學習資料，促進學習方法的轉變。
“讓課堂每天都是新的”，在教師們的課改實踐中，學校的教殘疾學生活一定會發生較大的變化，教師也應由單純關註知識傳授、殘疾學生成績，轉為關註殘疾學生的學習方法、學習願望和學習能力的培養，關註殘疾學生的情感、態度和價值觀。課程改革是一項復雜、艱巨的綜合性系統工程，課改工作已經拉開序幕,教育工作者任重道遠,但隻要我們認清情勢,通過努力學習不斷提高自身貭素,在課改的道路上勤於實踐、勇於探索，就一定能與新課程同前進、共成長。
3、註重師資培訓。教育的情勢正不斷在發生新的變化，在新情勢下，自覺加強學習，學政治、學理論、學文化，學習全教會精神，對於提高青年教師對創新教育意義的認識，提高自身的綜合貭素，增強對做好教育教學工作的緊迫感和危機感有著極為重要的意義。在上級各級機關的正確領導下，我校廣大青年教師一方面認真參加上級組織的各項繼續教育活動，同時結合我校教育教學特色和35周歲以下青年教師的實際情況，緊緊圍繞教育教學活動為中心，切實有效地組織開展形式多樣、有意義的各項培訓活動。轉變觀念，以先進的教育理念武裝教師的頭腦，是進行課改的前提，扎扎實實練好教育教學的基本功，增強教師特別是青年教師的教學業務能力，是順利開展課改實踐的基礎。根據學校特點，我校製定了青年教師培養目標和規劃，確定了不同年齡段教師所要達到的標準，學校對教師參加學歷、業務培訓給予了大力支持。面對新的教育情勢和要求，青年教師要掀起學習的熱潮，通過各種途徑的繼續教育，使我校青年教師100%達到大專或大學部學歷、100%通過術考試、國語水準測試、英語和電腦等級考試，100%能獨立製作網頁、課件，每學期全體青年教師均要通過課改實踐撰寫課改論文，並要又不少於10篇論文在區以上評比中獲獎或刊物上發表。結合培養目標，學校要繼續堅持在青年教師中開展了“露一手”教學基本功比賽，內容包括課件製作、網路操作、硬筆和粉筆字、語言表達能力、英語會話、課改實驗公開課等，以達到全面提高青年教師綜合能力的目的。
新課程倡導“立足過程，促進發展”，強調在教學活動中開展自主學習、合作學習、探究性學習，註重每一個殘疾學生的發展。為讓教師順利走進新課程。學校對不同年級的實驗工作系統籌劃，分類指導。在學校統一部署下，語文教師要以“大語文觀”開展課內外實踐活動，在培養語文學習興趣、增大閱讀量、擴大知識面上進行探索；數學教師要在與殘疾學生生活實際相結合、數學能力的培養上開展實驗；體育與健康教師，要探索開放式課堂教學模式實驗，精心設計每節課的體育活動，讓殘疾學生在自主、愉悅的課堂氛圍中學習健康知識，增強體能體質；綜合實踐活動是新課程體系中的必修課，是具有自己獨立功能和價值的課程，也是這次課改最具特色的部分，它的整體性、開放性、實踐性、自主性，使得教師在引導殘疾學生獲得豐富經驗和真切體驗、形成對自然、社會和自我的整體認識與責任感、形成較強的實踐能力和整體意識上，有了一塊充分施展才能和特長的天地，學校要精心挑選有一定特長的教師擔當本學科的教學工作，教師們應充分根據自己的特長優勢， “以人為本”地精心設計活動方案，多形式地指導殘疾學生實踐，充分體現殘疾學生的自主、合作意識，使殘疾學生獲得綜合發展，並由教導處牽頭，每位教師每月編寫一個活動案例並組織交流、討論、修改，形成有學校特色的活動案例。為提高課改效果，學校要開展好“四個一”活動：每一節課後寫一段教學心得；每月召開一次課改例會；每人撰寫一篇課改論文，每人開一節符合課改精神的公開課。
recommended article
- Village-level environmental sanitation improvement plan
- Winter Fire Prevention Program 2019
- New Year's event plan for 2019
- Guoxiaoxin Teacher Training Program
- Supermarket 5.1 Promotions
- Equipment Management Implementation Plan
- July 1 commendation activity plan
- Company opening ceremony planning plan
- 2014 organization life meeting plan
- Collective wedding planning
- Celebration program
- Establish a smoke-free unit implementation plan
popular articles
- Grateful mother's words
- Blessing phrase
- Teacher's Day Program for 2019
- Company activity planning
- Jiujiu Chongyang Festival Program in 2019
- 2014 Mall National Day Festival Plan
- In-house training program
- Hyun dance family impression sentence
- Philosophical words 2019
- Not afraid of failure
- Parental love
- Non-mainstream sentence 2019
- Legal maxim
- Good sentence excerpt 2019
- Distressed sentence 2019
- Spring Festival blessing
- What I said to my father 2019
- 2019 annual training program
- Relieved words
- July 1st activity plan
- Weibo's famous sayings
- Space mood phrase
- Life motto
- 2019 Christmas Eve event plan
- Summer camp program for 2019
- 2014 motivational phrase
- Motivate employees
- College student business plan
- Respect the teacher's famous words
- Encourage words 2019