Classroom teaching mode promotion implementation plan

The teaching mode of "three doubts and three explorations" is based on the needs of students' lifelong development. According to the requirements of the new curriculum standards and the cognitive rules of students, students are allowed to learn to actively discover problems, think independently, cooperate to explore problems, summarize innovation problems, and dare to evaluate. The problem, while developing a good study habits that students dare to question, be good at expressing, listening carefully and constantly rethinking, cultivate their ability in organization, expression, thinking, etc., so that every student can be in a democratic and harmonious atmosphere. Learning, thinking, exploring, innovating, and welcoming fully reflect the main position of students in the learning process, realize the radical change of the teaching and learning methods, and embark on a practical and feasible reform path to promote classroom teaching. In order to better promote the study and application of the "three doubts and three explorations" teaching mode, we specially formulated the "three doubts and three explorations" classroom teaching mode promotion implementation plan of Wei Mine School.

First, the guiding ideology

To learn and promote the "three doubts and three explorations" teaching model, we must aim at cultivating the innovative talents needed by the future society, aiming at cultivating students' ability to adapt to the future society, and taking the needs of students' lifelong development as the starting point and taking new lessons. The concept of reform is guided by the principle of learning, practice, and innovation, with the goal of improving the efficiency of classroom teaching, focusing on reforming the classroom teaching structure, optimizing the classroom teaching model, and reducing the burden of students’ excessive academic work, and vigorously promoting the reform of the new curriculum. Further strengthen the fine management of the school, so as to comprehensively improve the quality of education and teaching.

Second, the implementation goals

1. Transforming the concept of teacher education and teaching, realizing the transition of teachers from "teaching" to "teaching students", highlighting the fundamental change of students from passive acceptance to discovery and creation, fully reflecting the subjective position of students in the learning process, and making students truly Feel the joy of innovation and the happiness beyond self.

2. Change the evaluation criteria, make the evaluation process a process to promote the development and improvement of teachers, and at the same time make the evaluation process a process of guiding students to release their potential and cultivating students' ability to learn independently.

3. Realize the transformation of teachers from passive learning to active research, tap the potential of teachers, give play to the creativity of teachers, promote the professional growth of teachers, and make teachers truly become research-oriented and innovative teachers.

4. Create a realistic goal of educating people. The evaluation of a class should focus on the students' classroom performance and be guided by the students' display and development.

Third, the implementation of standards

1. Teachers promote the "three doubts and three explorations" teaching model effect evaluation criteria:

The lesson preparation is based on the general operation process of the “three doubts and three explorations” teaching mode.

Class: Each lesson fully reflects the teaching mode of “three doubts and three explorations” and dares to innovate.

Homework: 1-3 grades do not have extracurricular assignments; grades 5-6 do not leave homework or do extracurricular work for no more than 30 minutes; 7-9 grades do not exceed 50 minutes.

Achievements: teaching papers; subject research; quality class competition; class competition, no more than 10 points.

Note: Out of 100 points, 90 points or more is excellent, 70 points or more is qualified, and 70 points or less is unqualified.

2. Evaluation criteria:

project

evaluation standard

Score

Teacher aspect

Student aspect

Set a suspected self-examination 25 points

1. Can create scenarios, guide students to ask questions on their own initiative, and motivate students to explore the enthusiasm of learning through emotional interest.

1. Ask questions: You can ask valuable questions based on the teaching scenarios and textbook content.

3+4

2. The questions raised by the students are good at summarizing and sorting out, and the problem setting is hierarchical, exploratory and pertinent.

2, will self-study: have the habits and abilities of self-study, can find problems, ask questions.

3+4

3, pay attention to the guidance of learning, but does not affect students' independent thinking. Give students plenty of time to think or communicate.

3, will think: can concentrate on thinking about all the questions raised.

3+4

4, the teaching method is flexible, different content is handled in different ways, not dead mode.

4, able to complete the "self-exploration" task well within the specified time.

2+2

30 points

1. The knowledge is accurate and accurate, and the emphasis is on “three stresses and three non-speaks”.

1, will show: dare to express their own opinions, not afraid of mistakes, high display rate.

3+5

2, have the ability to control the classroom, can flexibly handle the "generation" problem of the classroom, and have a degree of retraction.

2, will listen: can listen carefully to the opinions of others, can carefully observe and analyze the display of others.

3+5

3, to do: students with poor students answer, medium-sized supplements, middle and excellent students.

3, will evaluate: the courage to conduct an empirical or supplementary objective evaluation of the situation displayed by others.

3+5

4. Pay attention to all students, the evaluation is timely and accurate, the teachers are full of spirits, full of expectation and encouragement.

4. Answer questions proactively, with loud and clear voices.

3+3

Questioning and re-exploring 25 points

1. Encourage students to be more skeptical of teachers and textbooks, and to guide students in questioning methods.

1. It will be questioned: the questions students question are challenging, valuable and creative.

3+4

2. The teacher can demonstrate the leading questioning according to the completion of the course, and inspire and guide the students to ask valuable questions instead of replacing them.

2. Discussion: The problems that are difficult to solve in the middle school are discussed at the same table. The difficult or controversial problem groups are discussed in an orderly manner and do not flow in form.

3+4

3, the teacher can not answer the question, can be honestly said, after the teacher and student after class, through the investigation of information and other ways to solve

3, will think and argue: the questions questioned by the students are still considered, debated and answered by the students, and the teachers can not explain them.

3+4

4. Give students the right time to think or discuss, rather than take the form.

4, re-evaluation, can better evaluate other people's views, and give reasons.

2+2

Use to expand 20 points

1. It can better organize and guide students to compile and prepare exercises.

1. Will be edited: Basic and extended exercises can be prepared according to the knowledge acquired in this lesson.

2+3

2. Teachers can make the necessary supplements when the problem does not meet the teaching requirements.

2, will work: in a limited time in the classroom, can better exchange and complete the prepared exercises, and the display rate is high.

2+3

3. The teacher can focus on the exercises and results compiled by the students, and show the targeted and hierarchical.

3. Summary: It can be summarized and summarized on the basis of reflection.

2+3

4. Teachers can pay attention to the learning of students at different levels, so that students at different levels can gain.

4. Students are full of confidence, high participation rate, concentrated energy, and able to experience the joy of success.

2+3

Remarks

1. Teachers who can use modern teaching methods to teach well can add 1---5 points as appropriate.

2, out of 100 points, 90 points or more is excellent, 70 points or more is qualified, 70 points or less is unqualified

Fourth, the implementation steps

The promotion of the "three doubts and three explorations" teaching mode is roughly divided into four stages, the specific requirements of each stage are as follows:

The first stage: the learning and publicity stage

The goal of this stage is: through various ways of learning, let teachers change the concept of education and teaching, change teaching methods, recognize the importance of carrying out the "three doubts and three explorations" teaching mode, and understand the basic teaching mode of "three doubts and three explorations" And spiritual essence.

1. First, the principal and vice-president who went to study in Xixia, Henan Province, gave a lecture to all the teachers, and then designed a section of the "three doubts and three explorations" teaching model, and publicized the last section of the "three doubts and three explorations" teaching mode seminar.

2. The relevant information collected on the "three doubts and three explorations" teaching mode will be published on the campus digital network for teachers to organize and study in the spare time and teaching and research group activities, and the "three doubts and three explorations" teaching will be brought back from Xixia. Mode classroom teaching CDs and teacher preparation materials are distributed to the teaching and research groups according to the disciplines, for each teaching and research group to organize the group's teacher learning and teachers to study in the spare time.

3. In each teaching and research group, the substantive connotation of the "three doubts and three explorations" teaching mode was discussed and exchanged. At the same time, the first echelon experimental teachers were formed to carry out extended discussions, and the teachers were re-concentrated and trained after the end of the period.

4. All teachers try to use it in the subjects of their own classes, so that students can adapt to this model and lay the foundation for the next step of promotion.

5. Established a leading organization, selected the experimental teachers of the first echelon, and formulated the "three-question and three-exploration classroom teaching mode learning and promotion implementation plan" of the Wei Mine School, laying a good foundation for promoting the "three doubts and three explorations" teaching mode.

The second stage: the demonstration driving stage

The goal of this stage is to use the first echelon experimental teacher as the center, try to use the "three doubts and three explorations" teaching mode from the aspects of preparing lessons, class, homework, etc., and strengthen the intensity of listening to the evaluation class, and give full play to the core of the first echelon experimental teacher. With the action, other teachers gradually imitate.

1. The first echelon experimental teacher conducts the classroom teaching design of the "three doubts and three explorations" teaching mode in the group, and the experimental teacher is the main one to form a unified teaching plan. The same grade and the same subject must be unified in progress, and the teaching plan should be prepared in a unified manner. Based on the collective preparation plan of our school, the collective preparation of lessons is required. All requirements are electronic lesson plans. Teachers of each class prepare or take turns to prepare for the class, class, and class.

2. The first echelon experimental teacher carried out the experiment of the "three doubts and three explorations" teaching mode in his own class of teaching department, with the help of points and demonstrations, and other teachers gradually imitated.

3. The school leaders who participated in the study and study of the "three doubts and three explorations" teaching mode in Xixia should follow the experimental lessons of the "three doubts and three explorations" teaching mode on the first echelon experimental teachers, zero-distance feeling, face-to-face communication, hand-to-hand guidance, and strive to be as soon as possible Received results.

4. The school arranged the first echelon teachers to speak open classes and conduct classroom teaching observation activities. At the same time, they participated in the "three doubts and three explorations" teaching mode quality class competition activities organized by the Education Bureau, and continuously implemented the "three doubts and three explorations" teaching mode to improve The efficiency of classroom teaching.

5. Initially form the basic links of the "three doubts and three explorations" teaching mode in different disciplines and different types of courses. At the end of the second stage, the first echelon experimental teachers are required to write their experiences, so that other teachers can learn from them. On this basis, the second echelon experimental teachers who promote the use of the "three doubts and three explorations" teaching mode will form a responsibility band. Relationships are prepared for the overall advancement of the next phase.

The third stage: the overall promotion stage

The goal of this stage is: on the basis of summarizing the experience of “demonstration-driven stage”, comprehensively promote the “three doubts and three explorations” teaching mode in all grades and disciplines of the whole school, so that the learning and application of the “three doubts and three explorations” teaching mode can be used as a whole. Promote the stage, so as to better cultivate students' ability of active learning and thinking, put forward questions, solve problems and innovation ability, and comprehensively improve classroom teaching efficiency and teaching quality.

1. Taking the teaching and research group as the center, leading the teachers to study the core connotation of the textbooks, accumulating ingenuity, ingenuity, teamwork, condensing the crystallization of collective wisdom, and formulating high-quality teaching design.

2. Teachers of all grades and disciplines carry out the classroom teaching of the "three doubts and three explorations" teaching mode, and invite teachers of the same subject to take lectures and evaluate classes to achieve self-pressurization.

3. The school leaders continue to carry out the activities of the door-to-door lectures, master the application of the "three doubts and three explorations" teaching mode, research issues, and innovation.

4. Through the organization of open classes, demonstration classes, competition courses, experience exchange meetings, school-based training and other means to improve teachers' ability to use the "three doubts and three explorations" teaching mode, timely discover typical, establish typical models, guide teachers to continuously innovate classroom teaching mode To make classroom teaching high quality and efficient.

5. Do a good job in inspection and implementation, correct the problems in the work in a timely manner, and ensure that each lesson is taught with the "three doubts and three explorations" teaching mode. Each class is a "three doubts and three explorations" teaching mode. Teaching plan.

6. Strengthen the follow-up guidance activities for teachers throughout the course, requiring each teacher to standardize lectures, classes, assessments, and reflection activities. At the end of the school year, each teacher must write a high-quality experimental promotion summary or paper.

7. Further increase the intensity of training experimental teachers through the "going out, please come in" approach, and lay a good foundation for the in-depth use of the "three doubts and three explorations" teaching model.

The fourth stage: reflection stage

The goal of this stage is: At this time, the school has accumulated the teaching experience of promoting the "three doubts and three explorations" teaching mode, the teaching mode of each subject is basically stereotyped, teachers and students have basically adapted to this new teaching mode, teachers have basically formed their own teaching style. The students' ability and cooperation awareness are further enhanced, and the quality of teaching is significantly improved. Therefore, schools and teachers must reflect on teaching and sum up experience in order to better use the "three doubts and three explorations" teaching mode.

1. In a timely manner, summarize and promote the successful experience of the "three doubts and three explorations" teaching mode, summarize and refine the successful experience and methods of outstanding teachers, form a disciplinary teaching model with the characteristics of our school, and carry out exchange activities in the form of special lectures, seminars, etc. And resource sharing activities for all teachers to learn from.

2. On the basis of the experimental results, the school timely summarizes the problems existing in the experiment, further develops measures, conducts in-depth research, and further leads the learning and promotion activities.

3. The school holds a staged results commendation meeting, rewards individuals or groups that perform well in the experiment, prepares for a new upsurge to further deepen the study, and contributes to the development of the school.

V. Safeguard measures

Organizational leadership

1. Leading group leader: Wang Dengtan

Deputy Team Leader: Zheng Xinfeng, Zhang Lanfang, Li Jiancheng, Wang Zhongcai

2. Business Steering Group Leader: Zhang Lanfang, Li Jiancheng

Responsible for the comprehensive promotion and coordination of the teaching of the "three doubts and three explorations" teaching mode.

Group members: Chen Jinxiang, Li Zongfang, Liu Beizhan, Liu Caixia, Li Guojun, Chai Binghu

Responsible for the "three doubts and three explorations" teaching mode teaching activities and organization and implementation in various disciplines.

Promotion scope: all grades, classes, and disciplines of the whole school.

specific measure

1. Year-end assessment: In order to ensure the effectiveness of the promotion, the school should evaluate the whole process of promotion and application and the effect of promotion and application. The teaching and research group usually evaluates the teacher's theory, evaluation activities and teaching and research activities; The project summary and teaching reflection are often checked and supervised and evaluated; the teaching office guides and inspects the application of advanced teaching methods such as teacher preparation and "three doubts and three explorations" teaching mode in the classroom; The suspected three-exploration 'teaching mode' leadership small batches of batches of the teacher's "three doubts and three explorations" teaching mode and other advanced teaching methods of the promotion of the application of customs clearance, during the period to establish a typical model of promotion, giving the necessary spiritual encouragement and material rewards. For teachers who can't pass the customs, they must make up for it. If they can't pass the two-year pass, they should be linked to the teacher's year-end assessment and promotion. In the year-end assessment, teachers should be added to the evaluation of the effect of the "three doubts and three explorations" teaching mode.

2. Improve the system: The school should revise the previous decision on the comprehensive promotion and application of advanced teaching methods in the whole school, and form a new plan for learning and promoting advanced teaching mode. On the basis of the original study and promotion of advanced teaching methods, the whole school teachers should integrate the other advanced teaching methods into the "three doubts and three explorations" teaching mode according to the actual situation of the subjects, students and teachers themselves, and strive to achieve innovative use and transformation. Teaching concepts, reforming teaching methods, cultivating students' innovative spirit and ability, forming new learning styles and habits, improving classroom teaching efficiency, and forming a situation in which classroom teaching is splendid.

3. Beyond learning to help: The school leaders and the popular backbone teachers who participated in the Xisan “three doubts and three explorations” teaching mode study and study, in addition to organizing the use of the “three doubts and three explorations” teaching mode, but also combined with this year’s education The “Inter-school Exchange Activity Year” activity carried out by the Bureau actively communicated with the sister schools, incorporated the use of teaching methods into the inter-school exchange activities, and complemented each other to strive for the overall advancement in the region.

4. Research and Development Competition: Taking seminars, analysis, symposium activities, teacher quality class competitions, and advanced teaching method competitions as the carriers, research and development, and competition for research. From now on, we will hold the "Three Suspicions and Three Exploring" Classroom Skills Competition, the Quality Class Competition and the Advanced Teaching Method Competition every year. The school requires all teachers in the school to pass the promotion of advanced teaching methods, especially the application of the "three doubts and three explorations" teaching mode, and the teachers' schools that do a good job in this aspect will be commended and rewarded. Learning and promoting the "three doubts and three explorations" teaching mode and other advanced teaching methods are not positive or the effect is not obvious, will be selected in the first selection, title veto in the title evaluation veto.

5. Leadership: The principal should take the leading role of the new curriculum and firmly grasp the initiative of teaching leadership. Every school year, the principal and vice president must borrow a class to stage a "three doubts and three explorations" teaching mode and other advanced teaching. Demonstration classes of the method, and participate in the evaluation class, each school leader must have their own fixed teaching and research group contact points, participate in the teaching and research group activities on time according to the schedule of the teaching and research group, and engage in equal dialogue with the teachers to jointly enter the new curriculum.

6. Performance appraisal: teachers who take the lead in using the “three doubts and three explorations” teaching mode, and can participate in the school-level observation class and the teachers who participate in the “three doubts and three explorations” teaching mode quality class competition can add 1- in the year-end assessment total score. 5 points.

7. Rewarding advanced: The school should commend and reward the advanced teaching and research group, excellent class and advanced individual with outstanding performance in the experiment, set an example, and comprehensively promote the use of the "three doubts and three explorations" teaching mode in various disciplines throughout the school.

In short, the "three doubts and three explorations" teaching mode is an advanced and scientific education and teaching model, which truly realizes the fundamental transformation of the student learning method from single acceptance to development and innovation, and realizes the teacher from the inheritance of knowledge to the promoter of innovative talents. The role of the position change, so we must strictly follow the requirements of the program, carry out the "three doubts and three explorations" teaching mode classroom teaching activities, and enhance the teacher's curriculum reform concept with diversified activities, multi-channel, multi-form for teachers to build " The teaching platform of the teaching model of "three doubts and three explorations" will improve the quality of education and teaching in our school.