School-based training experience

Part 1: School-based training experience and experience

I feel that I have benefited a lot from this year's school-based training and learning. Through this study, I have taken a serious study and serious understanding of the lectures and lectures from excellent teachers and school leaders. I further understand and master the development and development of teaching experience is inseparable from the teacher's daily serious teaching work. So, I reflected on the shortcomings of my previous work. Some experts who have great insights into education and teaching work have vividly explained their concepts of education and teaching with fresh examples and rich theoretical connotations. The following are some aspects of my training:

1. In teaching activities, teachers should be good organizers.

Giving full play to the leading role of teachers Compared with before the curriculum reform, the new curriculum is more flexible and open. It often makes us feel that it is somewhat unmanageable, and too much performance in classroom teaching is helpless. The reason is that in the teaching process, teachers face the wonderful learning activities in the teaching materials, and are not accustomed to let students learn independently, and are not accustomed to participating in the independent learning process of students. After listening to the special lectures, I realized that we not only need to change our concepts, but also should observe and explore the learning styles of our students, understand their cognitive situation in a timely manner, fully trust students, and believe that students have the ability to learn independently, in the usual teaching. In the process, the student should be the master of learning, and the teacher is the organizer, guide and collaborator of the learning. Therefore, we need to change the role, effectively give way to the students, and let the students become the masters of learning. Beginning with a new lesson, you can use the introduction of new lessons, the creation of a learning atmosphere, the interest in teaching materials, and the resources inside and outside the classroom to arouse students' interest in new knowledge and guide students to generate willingness and motivation. Then, teach students how to explore and discover, so that students will explore and discover. In addition to the self-study of teachers as an important step in classroom teaching, teachers also need to carefully design the goals and contents of each self-study, and at the same time strengthen the guidance of self-study methods.

Second, create a good situation to guide students to participate actively

Give full play to the main role of students The "independent inquiry, cooperation and exchange" learning methods advocated by the new curriculum are based on the active participation of students. Without the active participation of students, it is impossible to have independent, inquiry and cooperative learning. Practice has proved that the enthusiasm of students to participate in classroom teaching, the depth and breadth of participation, directly affect the effectiveness of classroom teaching. Every student speaks or participates? The expert’s point of view is: “It should be said that standing up and speaking is participation, but on the other hand, perhaps this is just a kind of behavioral participation. The key depends on whether students’ thinking is actively involved. Whether the questions and questions raised by the students are based on meticulous thinking, whether each student’s speech will cause other students to think; depends on whether the participation is active, positive, or not, the student’s self-needs; Looking at the state of student interaction, the state of thinking, can not be satisfied with the students are speaking, but depends on whether the students think independently, seriously, and meticulously." Simple question and answer, one question and answer, students seem to be busy It’s also fun, but in fact the students’ thinking is still repeated at the same level; some activities seem to be lively, students can actively participate in the discussion and accurately answer the questions raised by the teachers, but few students put forward their own opinions; On the surface, it is mutual communication, teacher-student interaction, and actually “filling” with the questioning party until the students agree with the teacher’s prior-designed answers. The fact that teachers, students and students do not really interact is a very noteworthy issue in our future teaching process. So, how to mobilize the students' "thinking participation"? Experts believe that appropriate situations should be created, problems should be raised skillfully, and students' psychological cognition conflicts should be triggered, so that students are in a kind of "thinking for the best, but not for words." Can't state. At the same time, teachers should give power to students, give them the opportunity to think, do, and say, let them discuss, question, communicate, and debate around a certain issue. Teachers should give students time and space, let students think fully, give students the opportunity to fully express their thinking, let the students let go, and let as many students as possible. When the conditions are met, the students will naturally be excited, the enthusiasm for participation will be high, and the participation will be greatly improved. According to the students' cognitive level and age characteristics, combined with teaching content, organize a variety of teaching activities, let students experience the process of knowledge as much as possible, guide students to explore, discover, let students experience success and failure, taste joy in success, Seek experience from failure; encourage students to brainstorm, hands-on, vent, boldly express their opinions, show their talents in group activities and large group exchanges, and exercise their abilities.

Third, earnestly do a good job in teaching evaluation, learning process evaluation, evaluation subject diversification

The evaluation methods are diversified, and the quantitative evaluation method is combined with the qualitative evaluation method, so that students become a member of the evaluation subject, the evaluation methods are diversified, and the quantitative evaluation method is combined with the qualitative evaluation method. Pay attention to each student, pay attention to students' emotional life and emotional experience, and pay attention to students' moral life and personality development. The above is a little insight into my training. I think that as a implementer and operator of a curriculum reform, we should actively participate in the development of curriculum reform and become the leader of the implementation of the new curriculum standard. Committed to the research and exploration of the new curriculum standard, actively cooperate and negotiate with the group, effectively put into practice with new ideas, new ideas and new methods, and give full play to the scientific and leading nature of the new curriculum standard in the teaching reform in the new era. To improve the ability of students in the new curriculum reform. At the same time, it lays the foundation for the adaptation and development of teachers' own roles, constantly improves their creativity and professional development in education and teaching, and enthusiastically promotes the level of specialization.

Part 2: School-based training and learning experience

Through a period of school-based training, I feel a lot. In the training content, I feel the deepest feelings about strengthening the construction of the teacher's morality and style.

What is the teacher's morality? Teacher morality is the teacher's professional ethics and teacher style, and is the teacher's code of conduct. Teacher's morality is especially important to a teacher. Because teachers are the benchmark for student action. "The body is right, not letting it go; its body is not right, it can't be ordered." Dedicated to work, teaching and educating people, being a teacher, and being tireless... These are the embodiment of the teacher's morality.

"Ten years of trees, a hundred years of tree people", set foot on the three-foot platform, which means embarking on an arduous and long journey of educating people. How can I be a good teacher? Through training, I believe that loving students and respecting students are the most basic moral qualities of teachers.

A teacher only loves students and cares about the healthy growth of students. He has a sense of responsibility, a sense of morality, a sense of professionalism, patience, and a strong father and mother. He will be respectful and dedicated, and will do his best to educate students. Will consciously and voluntarily restrain themselves, standardize their words and deeds, and better be a teacher. Teachers are not facing cold and frozen products, but children who have a living life and are growing up. If wisdom is to be created by wisdom, then love must be accomplished by love.

At my side, many teachers’ deeds of respecting the profession often touched me. Especially for many class teachers, they really bring their hearts out to the students. Such teachers are worth learning. In contrast, sometimes I feel that it is not enough. In short, after a period of training and learning, I have strengthened my own idea of ​​"teaching and educating people", and we must gradually strive to improve ourselves from the following aspects. We must unswervingly love our teaching career.

"To make a day of candles, we must send a day of light; to be a spring silkworm, we must spit a inch of silk." This is my view of education and thought. I don't have the idea of ​​"slow a day when a monk hits a day", and some have a sense of mission. Because I deeply understand that the work of teachers is sacred and hard, and teaching and educating people needs sentiment, time, energy and even hard work. This kind of effort needs to be based on a strong sense of mission, and it must be at the expense of a strong sense of responsibility. A person who loves education is to be willing to work hard, to be willing to pay, and to be reluctant to complain. This is the first condition of the teacher's morality.

1. To love your students

Teachers must care for students, respect the personality of students, and promote their comprehensive and healthy development. This kind of love should first be warm, a career full of emotions and love. As a teacher, we should have more emotional communication with students. To be a close friend of students, this kind of love also requires teachers to be very enthusiastic about students, and to give them all kinds of attention, from the mind, the mind, the body, Learning to care, love, help, the relationship between the "I" and "you" of teachers and students existing in teaching becomes "us". Love enables teachers and students to achieve spiritual communication in interdependence, share the joy of success, and share the troubles of frustration.

Through training, I know how to love students. "Love" is an art. Love can be a level. Good love is another level. As a teacher, I will try my best to be able to love, love, and care for every tiny "sparkle" in the process of student growth. "To love them has great plasticity, to love their subjective initiative in the educational process, to love the series of results that they have developed during their growth."

"Love" should be moved with love to guide its actions; love should be based on understanding and respect, and "love" should be treated equally and persevered; "love" should be oriented to all students.

2. Strengthen learning and constantly update knowledge storage

In the new school year, I will continue to learn from others' new experiences and make myself a bucket of “live water”. If we do not strengthen the "self-education" consciousness, the mechanics will practice hard, and it is not easy to "require the prior" and "specialize in the industry." Only in this way will you be admired by the students, you will be more convincing and more prestigious in front of the students. The information society is developing rapidly, and the new things that students are exposed to are also increasing. Therefore, the knowledge of teachers must keep up with the pace of the times.

The above is what I feel about training. In the future teaching work, I will always standardize myself with the teacher's morality, sprinkle my love to the students, and pass on the knowledge to them, so that the students can truly develop morally, intellectually and physically, and become the "proud" of the ninety. After the ages.

School-based training, learning and understanding of the extended experience - the meaning of experience

First, learning needs goals and plans

A person with an ideal must have his own goal and work hard for it. In order to achieve the ideal, you need to constantly set specific goals for yourself. Look at yourself daily to find the gap with your goals and you will gain motivation.

It is necessary to make an appropriate plan, which will remind you what the next goal is and what to do at the moment. It can give you a sense of urgency. When you are tired, take a look at your plan and remind yourself that all efforts made at the moment are for your own future, and hard work will pay off.

Some people's plans can be made quite specific, for example, they can be specific to a certain knowledge point. But maybe you are not used to making too specific plans, it doesn't matter, you can do it according to your own needs. The plan should be personalized.

The project should be operational. The plan should be as suitable as possible and should be pragmatic.

Second, learning needs interest

Teachers can bring students' interest in teaching, making learning not boring, but also making learning easier. This process also requires the active participation of the students themselves. Students should not exclude a teacher's course or the teacher himself based on his own likes and dislikes. Try to make yourself a little patient, maybe you will have new discoveries.

If you are not interested in what you have to learn, then you will be extremely painful. Instead of living in depression every day, it is better to actively cultivate interest in what you have learned. In doing so, you will gradually feel that learning has become easier.

Third, study to concentrate

Concentration is the guarantee of efficiency. It is not easy for people to perform multi-threaded tasks as efficiently as a computer. Unfocused will often make your learning less efficient.

Maybe learning is not the most willing thing you do during the day, but for your ideals, you need to learn. Everyone has what they want to do, but you should put them aside for the time being, and don't let them distract you from your studies. When your concentration is not very concentrated, your learning efficiency will decrease and the error rate will increase. In this way, your learning will not be obvious, and hard work will be hard to get back.

If you have not been very focused on learning before, I suggest you try to force yourself to concentrate. You will find that doing so will increase your learning efficiency and the effect will become apparent.

Fourth, study hard

"Learning to work hard." Maybe you have heard countless people say this, maybe you don't like this sentence. But from the experience of many people, you need this sentence.

Hard work will make your learning results solid. Perhaps in the eyes of some people, those who study hard are nerds, but those who study hard are down to earth, and the benefits of doing so will gradually emerge. It will bring stability to the results, and in turn will bring better psychological quality.

In short, listening to this old saying patiently, it should be good for you.

Part 3: School-based training experience

Implementing curriculum reform is a new challenge for teachers. The main channel of curriculum reform is in the classroom. Teachers are concrete implementers, which requires teachers to change their concepts and methods first. Individuals experience from the following aspects.

First, in-depth study of new teaching materials to update education and teaching concepts.

The basic starting point of the new textbook is to promote the development of students in a comprehensive, continuous and harmonious way. The basic idea is to highlight the universality, basicity and development, pay attention to the cultivation of students' feelings, attitudes, values ​​and general abilities, so that students can acquire basic knowledge. And skills to lay a good foundation for sustainable development for life. This first requires us to change the concept of education. It is not simply the authority of knowledge. It teaches the original knowledge of books to students, but should act as a guide, collaborator and assistant, and experience the process of knowledge exploration with students. As long as the teacher's concept changes, he can get rid of the old bondage and embark on the road of innovation. On the contrary, if the concept of teachers has not changed, even in the face of new courses and new textbooks, they will still "wear new shoes and walk the old road." As a teacher, we must grasp the new textbooks and put the requirements of curriculum reform throughout the curriculum.

First of all, the new curriculum standards require the establishment of a new type of teacher-student relationship in classroom teaching, and the establishment of a teacher-student relationship that is interactive, harmonious, and teaching. In the classroom teaching, teachers must let students freely think, boldly think, give them freedom of thought, freedom of feelings, freedom of innovation, give them a free blue sky; completely change the past "cramming" teaching With the self-development of students as the center, students can truly "live" in the classroom teaching, and turn the "one-speaking hall" with teachers as the "multi-language" of students' active participation. First of all, we must fully grasp the characteristics of the new textbook. The teacher's task is to guide the students to go deeper into the textbooks, to "sense" and "taste" the content of the textbooks, through the teacher's "citation" and "guidance" to enable students to form their abilities and improve their overall quality. Therefore, we must correctly handle the relationship between curriculum standards and teaching materials: curriculum standards are a "class" that is required to run through teaching; and teaching materials are the specific content of teaching, which is the specific basis for classroom teaching.

Second, change the way students learn.

Rebuilding the classroom life of teachers and students is one of the important signs of this curriculum reform. Helping students to establish a scientific and correct learning style is an important part of curriculum reform. So how do you change the way students learn? I think the following should be done:

Know the students correctly. Students are the main body of learning, which has become our consensus. The key point is that classroom teaching, like the past, ignores children's life experiences and ways of thinking, adopts an accepted learning style with instilling as the basic feature, and should bring new learning methods such as students' active participation, active inquiry, and active cooperation.

Correct understanding of teaching materials. The creative use of teaching materials is a new requirement for teachers in the new curriculum. It is not that new curriculum standards and textbook curriculum reforms will be in place. The key link is also how teachers use the materials.

Change the teacher's role awareness. Affected by traditional concepts, many teachers often appear as knowledge transferers in teaching, and treat students with high management. Teachers are not only the controllers of the teaching process, the developers of teaching content, and the assessors of students' academic performance. And it is an absolute authority, not to be offensive and skeptical. With this kind of awareness, teachers can't treat students fairly, listen to students' opinions and opinions, and respect students' doubts and innovations. Under the role consciousness of teachers, students can only passively be the recipients of knowledge, the storage and the repeated trainers of knowledge. The new curriculum reform requires an interactive process of teaching activities between teachers and students and common development. Communication means everyone's participation, which means equal dialogue, and teachers will have a condescending authority to turn to "the chief in equality." In the new curriculum, teacher teaching and student learning in the traditional sense will give way to teachers and students to learn from each other and form a true "learning community"; teaching is not just a faithful process of implementing curriculum programs. It is the process of teachers and students jointly developing courses and enriching the curriculum. The implementation of the curriculum will become a dynamic, vivid, developmental and personalized creation process.

After the opening of the classroom, the role of teachers is not weakened but strengthened. The teacher's goal consciousness should be strengthened, and the overall goal of classroom teaching should be considered; the innovation consciousness should be strengthened, everything should be based on the development of students; the cooperation consciousness should be strengthened, teachers should go down the "prayer" and walk among the students. Discuss and communicate with students; the ability to adjust and strengthen, and open classroom teaching, many situations are unpredictable, which requires us to continue to strengthen learning, and constantly study the art of classroom regulation. Since I am still not enough to study the new curriculum reform, I can only talk about the succinct views, and I need to continue to improve after I study harder in the future.

Part 4: School-based training and learning experience

With the continuous deepening of the continuing education project of Chinese small teachers and the requirements for teacher training and training in the basic education curriculum reform, school-based training has become an important training mode for continuing education for Chinese small teachers. Fan Wenzhi's experience is: school-based training and learning experience.

In the past year, through the development of school-based training, I have gradually established the ideological concept of modern education, and strived to optimize my knowledge structure. At the same time, I constantly cultivate my own innovative spirit and practical ability, promote my professional development, and strive to make myself Work hard to become a reflective, research-oriented teacher with a high morality, excellent quality, and ability to adapt to the needs of the new curriculum reform experiment.

In the process of school-based training, there are several aspects that touched me deeply:

I. Study and research on "thematic learning"

I have studied the book "Course Reform and the Construction of Learning Topics" more seriously, and I am very interested in the learning topics mentioned. So I studied "thematic learning" in a variety of ways and explored it in the new curriculum.

The so-called thematic learning refers to a learning style in which students learn around one or more structured themes. In this way of learning, the “theme” becomes the core of learning, and the structured content surrounding the theme becomes the main object of learning.

Thematic learning has the characteristics of “concentration of the theme, organization of good structure, and facilitation of inquiry”. I believe that the introduction of thematic learning in the course of “Information Technology” is conducive to student self-initiation, inquiry learning, improving learning efficiency and improving learning. The effect, which in turn contributes to the achievement of the goals of the new curriculum.

"Thematic learning" has its own special requirements in the organization of teaching. The success or failure of teaching organizations is directly related to the success or failure of the entire "thematic learning." Since “thematic learning” is no longer a single subject or a certain knowledge point, cooperation will inevitably become an important form of “thematic learning”. In teaching, I often use the "semi-open" group study, that is, the whole class determines a common research topic with rich connotations, and then students choose a research topic of interest in the subject area, group study The topics can be repeated. Each topic often has two or more groups to conduct collaborative research independently. It is easy to achieve the effect of “intra-group cooperation, inter-group competition”, promote the improvement of research level, and experience the “school-based training and learning experience”. Experience. Since I teach four classes in the same grade, I often encourage cross-class cooperation and have a good effect.

In addition, I feel that in the "thematic learning", as a teacher more played the role of "organizer", "designer", "mentor". Because the content of Information Technology is comprehensive, active, and interdisciplinary, it is difficult to complete the entire task solely on the basis of the individual ability of the students. Therefore, as a teacher, teachers should strengthen the guidance of student cooperation. If the division of labor should fully consider the individual circumstances of the students, give appropriate advice.

In addition, I think that the theme and content of the "thematic learning" should be determined by using the tools that lead to the students' learning activities - the textbooks, and then the content of the learning topics - research topics. The main way of "thematic learning" should be that the evaluation method of the "active learning" of the activity activity can be to build a resource library.

I think that "thematic learning" is one of the most optimized ways of learning. After all, it is the product of the information age and serves this era. It is the most important way to learn about the sustainable development of people. It allows students to come out of a single book, step out of imprisoned classrooms, and learn and grow in the melting pot of the times. We appropriately carry out "thematic learning" in the "Information Technology" class, and we will be able to make full use of the information resources of the information technology course to cultivate students' ability to collect, process and creatively use information, and through the students' personal participation and subjective experience. Enrich students' life experience and emotional experience, so that students can acquire new knowledge and improve their abilities. On the basis of deepening their understanding of themselves, others, and society, they will gradually form basic moral concepts and develop good behavior habits, thus promoting students' comprehensiveness. development of.

Second, case study and educational narrative research

In the past, my research was not very interested, I was confused about how to write a case, and I was confused about how to reflect on my own education and teaching work. I am inspired by school-based training in these areas. I began to try to write teaching essays and educational narratives. I remember that Bernard Shaw once said this: "You and I are friends, each with an apple, exchanged with each other. After exchange, there is still an apple. If you have a kind of thought, and friends exchange with each other, then each of us has two. Thoughts." It is based on this understanding that I write essays based on the problems, doubts or flashes found in my classroom teaching practice, to reflect on my own teaching situation, find problems in the usual classroom teaching work, and study and discuss the formation of problems. The reason, then colleagues exchange, discuss, and improve together. Face difficult problems and confusion. I seem to have the motivation to learn and study. Other teachers are also like this. At the end of the semester, the stories of education that are full of wisdom are circulated among our teachers. One of the enlightening teaching cases makes the teachers open their minds.

In short, our school takes the curriculum reform and the professional development of teachers as the core, and designs the content of school-based training according to the needs of teachers and the goals of school development. The content of school-based training covers education, teaching, teaching and research, scientific research, etc. It is also colorful. Through school-based training, I feel that I am growing up as an ordinary teacher, developing, and I will continue to study, explore, and practice in the days to come.

Part 5: Personal experience of teacher-based school-based training

To be a new type of teacher who keeps pace with the times, it is imperative to improve the professional level and improve the "smart content" of the work. At this very critical moment, the school has taken a series of measures, especially the full-educational research and school-based training, which plays a unique role in the construction and cultivation of our teachers. In particular, the school-based training of the school is guided by experts, the training and study of teaching theory, the development of class, class, and class-testing activities, which play a role in the individual and teacher collectives, and form a dialogue mechanism for teachers. It has created a teaching and research atmosphere that is truth-seeking, pragmatic, free and harmonious, and provides a platform for teachers to exchange information, share experiences, develop professions, and display results. Through this kind of activities, the teachers are united together for practical study and research, which constantly expands the space for teacher development and encourages teachers to actively pursue development. I have benefited a lot from training and learning.

First of all, the new concept goes deep into my heart.

"The reform of the curriculum, in a sense, is not only the transformation of teaching content and methods, but also the transformation of people." To change people, we must first pay attention to the development of teachers. The growth and development of teachers, the renewal of ideas is the premise, and professional growth is the foundation. Produced in new teaching concepts. Teaching reform is the struggle between old and new concepts. The resistance to teaching reform comes from the shackles of old educational concepts. Therefore, establishing new ideas is the primary task of education reform.

In the past, there was a sense of teaching materials and teachings in my mind. I was based on the outline, based on the original, my eyes were on the knowledge points, and the standard answer was imposed. The unified test was dealt with. Through expert lectures, we learned that teachers must have curriculum awareness, student awareness, openness, and problem awareness. The new curriculum emphasizes “all for the development of students”. From the experience of students, teaching should return to the life world of students. The teaching method shifts from passive acceptance to inquiry learning and independent cooperation.

Second, adjust and broaden my knowledge structure

An education expert has profoundly pointed out that the division of labor in the teaching process today is a product of scientificization, and their task is to train experts in the discipline. The future education will end the historical mission of the single-student teachers, requiring teachers to become versatile, and will use multi-disciplinary knowledge to solve problems in the teaching of the subject.

The discipline integration of the science curriculum in China is one of the characteristics of the curriculum rescheduled period. According to the characteristics of the science curriculum and the teaching requirements, science teachers must have systematic and complete scientific expertise; science teachers must have subject knowledge related to science teaching, such as basic knowledge of social sciences; and need to understand science and other related disciplines. Horizontal linkage and its development make the social science knowledge, education science knowledge and system science professional knowledge organically combine to form a relatively complete basic knowledge. Science teachers should also have knowledge of thinking science, which helps teachers develop students' thinking through teaching and cultivate students' thinking ability. Science teachers must also have the knowledge to participate in social production and life, and be able to observe, understand, and gather information with a keen eye and mind. A notable change in the new textbook is that the difficulty is reduced, but the knowledge is widened, which puts high demands on the teacher. Whether the self-knowledge reserve can adapt to this change and meet the needs of students is the first problem that the new round of curriculum reform poses to teachers.

The reality is that our science teachers are composed of single-physical physics, chemistry, biology or geography teachers, and there is a big gap between the requirements of professional teachers. The flaws in the professional knowledge of teachers greatly limit the implementation of science courses.

Some teachers have reported that it is difficult to grasp the new textbooks. Obviously, the teacher's knowledge structure is the bottleneck that restricts teachers from mastering new courses. Therefore, in implementing the new curriculum, teachers must not only “brain the brain” but also “charge”

School-based training utilizes teaching resources, with teaching experts, academic leaders, and key teachers as the core, and provides professional training for science teachers in the county. The exchange of disciplines was carried out, and everyone expressed their opinions and emphasized the digestion and absorption of knowledge through the confrontation of opinions. Through the development of activities, teachers should have the awareness of lifelong learning, constantly understand new things, learn new knowledge, constantly update and broaden their knowledge structure, and make themselves have a diversified knowledge structure that adapts to teaching.

Secondly, it promoted my reflection on teaching behavior.

Reflection refers to teachers examining and thinking about their own teaching ideas and teaching behaviors. Reflection is one of the core competencies of a person's growth and development. The new curriculum reform requires teachers to continuously cultivate and develop their own reflective ability and become a reflective teacher. Confucius once said: "If you don't think, you will be jealous." If a person just studies and does not think, he will become confused and confused. Mencius Yiyun: "Thinking is also good." The new curriculum reform requires teachers to think and reflect frequently. In the face of all kinds of new educational ideas, resources, means and methods, teachers can't simply copy and paste them on OK, but make scientific analysis, combine the actual situation of their own schools and classes and their own advantages, for my use. To improve their education and teaching.

Teachers need to grow in reflection. In the process of implementing the new curriculum reform, there are still many confusions and difficulties. This is an indisputable fact. However, many teachers only systematically reflect on their teaching behavior when they only have a final or year-end school to evaluate their teaching. The development of school-based activities can largely reverse this phenomenon. The development of class, class, and class activities can promote teachers to reflect on routine work. Face-to-face communication with peers, carefully understanding in the communication activities, actively thinking, trying to figure out, let the spark of thought flash in the collision. By tracking the course of lectures and classes, examining the teaching links and summarizing the gains and losses of teaching, there will be many sentiments from them.

For example, in the activity, when a teacher said the teaching design of Joule's Law, he used experimental inquiry method in order to let students build their own knowledge. The specific teaching process is as follows: 1. The teacher creates a new class by creating a scenario through a demonstration experiment. Demonstration experiment: Power the electric lamp and the high-power electric furnace with the same wires, let the students touch the wires, establish the heating situation of the same circuit electric lights and wires, and the heating of the wires in different circuits. 2. Highlight the subjective status of the students. Inspired to guide students to discuss, guess what is the heat Q generated by the current? 3. Increase the openness of independent inquiry and cultivate the design ability of students' experiments. According to the students' guess results, the experimental scheme was designed and experimented. 4. Develop students' ability to acquire knowledge by themselves. Report the results of the experiment and discuss the results of the experiment. Read the textbook to form Joule's law.

For example, in order to implement the double base, the teaching mode I often use is to give conclusions first or draw conclusions through simple examples, and then use a lot of time to explain the conclusions and consolidate them. Through the development of school-based activities, I learned that the previous teaching model is a teaching model under the guidance of cognitive theory. It is not conducive to the cultivation of students' innovative ability and the healthy development of students. The ideal teaching mode should be: through the creation of the scene, to stimulate students' desire for inquiry, and then let the students draw conclusions through independent exploration and cooperation between students. At the same time, I also realized that the core concept of the new curriculum teaching is to comprehensively cultivate the scientific literacy of each student. How to make every student have something to gain in every class? This is a question that every teacher should pay attention to. This must be noted in instructional design. Especially in the setting of the problem, students at all levels must be considered. The problem of setting must first have a gradient, it is easy to be difficult, and it is difficult to be simple. Let all students' thinking be inspired to mobilize the enthusiasm of all students as much as possible. The problems that cannot be set are inscrutable. It is imperative to make a small part of a new type of teacher who is advancing with the times, improve the professional level, and improve the "smart content" of the work. At this very critical moment, the school has taken a series of measures, especially the full-educational research and school-based training, which plays a unique role in the construction and cultivation of our teachers. In particular, the school-based training of the school is guided by experts, the training and study of teaching theory, the development of class, class, and class-testing activities, which play a role in the individual and teacher collectives, and form a dialogue mechanism for teachers. It has created a teaching and research atmosphere that is truth-seeking, pragmatic, free and harmonious, and provides a platform for teachers to exchange information, share experiences, develop professions, and display results. Through this kind of activities, the teachers are united together for practical study and research, which constantly expands the space for teacher development and encourages teachers to actively pursue development. I have benefited a lot from training and learning.