Bayi General School Middle School, this self-examination report
Taking curriculum reform as an opportunity to promote the school, and strengthening the teacher's temperament by the training-- the one-on-one school in this school, the self-examination report of this training. <BR>Our school is doing a good job of school-based research and training, and strengthening the construction of the teaching staff faster and better. According to the spirit of the relevant instructions of the higher education department, the guiding ideology is aimed at all teachers, focusing on education and teaching capacity training, new curriculum education and young teachers, taking the new curriculum experiment reform as a breakthrough, and trying to achieve this through the school-based training. "With the curriculum reform as the opportunity to revitalize the school, the training to strengthen the teacher's ambiguity", the grand goal of promoting the rapid development of our school, and achieving certain results in the implementation process, the main practices of our school in 2003-05 are summarized as follows :
I. Basic information of the school There are 53 teaching classes in our school, more than 2,900 students, 155 full-time teachers, and 71 middle school teachers, including 28 in the university department, 41 in the junior college degree, 2 in the middle school, and the teacher qualification rate. It is 97%; there are 84 high school teachers, including 76 in the university and 8 in the junior college. The teacher's academic achievement rate is 90%. The campus covers an area of 168 mu, with a total construction area of 13,467 square meters and a living average of 5.82 square meters. There are 4 teaching buildings, 1 science museum, 1 comprehensive building, 5 student dormitory, 10 small dining rooms and 1 standard sports field. The school has installed a satellite education network. The school office is equipped with computers and is connected to the Internet. The school has established a campus website on Hainan Province Education Hacker Growth Network. Each teacher has its own webpage. The school library has a collection of 43680 books and more than 230 newspapers and magazines. Each classroom is equipped with a projector, and each of the language, English, and music teachers is equipped with a teaching recorder.
Second, the specific practice of school-based research and training work In our school-based research and training activities, according to the school's "conventional school, scientific research and development" school-running ideas, based on teacher's moral education, teacher theory, education and research, teachers' professional basic skills Based on the training of the use of modern educational technology, the school focuses on the school-based training model of “the subject is the carrier, the combination of teaching, research and training”, and the school-based research and training work is effectively carried out, and efforts are made to improve the quality of teachers.
1. Establishing an institution, establishing a system to establish a training organization, is the basic guarantee for effectively carrying out teaching and research activities. In the past three years, the leadership of our school has changed a lot. In order to ensure the school-based research and training work is carried out in a solid and effective manner, our school has been continually and has always maintained a hard-working leadership team. In this year, the head of the school-based research and training group was established with Qi Qi and the principal as the team leader, Lin Mingqian, director of the teaching and research section, Zhang Chun, and director of the teaching department, Teng Hongyang, as the deputy head, and the heads and grades of each subject. Leading group members are seeking truth and being pragmatic, advancing with the times, dividing labor and cooperation, and implementing responsibilities, which effectively promoted the smooth development of research and training.
Formulating practical rules and regulations is the guarantee for the smooth progress of continuing education. In the establishment of the system, the leading group organizes all members to conscientiously study and implement the relevant archives of the provincial and agricultural education departments, and introduce incentive mechanisms in conjunction with the actual situation of the school to link the continuing education work with the teachers' annual assessment, evaluation and job title evaluation. The principles of management and hierarchical implementation have formulated a series of school-based researches such as the research and training management system, the teacher collective preparation system, the teacher development evaluation system, the teaching reflection system, the archives data management system, the teacher workload subsidy system and the teacher reward and punishment system. The training system has a rule for school-based research and training.
2. Grouping activities, strengthening learning, unifying thoughts, and changing the key to the success or failure of conceptual curriculum reform are teachers. The key to the comprehensive quality of teachers lies in the continuing education of teachers. The degree of teachers' understanding of the new curriculum concept directly affects the progress of the curriculum reform experiment. To this end, at the beginning of the seminar, a school-wide teacher meeting was held, and the principal made a school-based training mobilization to convey the spirit of the school-based training seminars of the Provincial Education Research and Training Institute, the Agricultural Reclamation Bureau, and the Teaching and Research Section. Then, the grades and sections are carefully implemented. The section mainly conducts regular teaching and research activities and learns the professional content of various disciplines, such as "Interpretation of New Curriculum Standards" and "New Teaching Design". At the same time, considering that there are many teachers and training contents in our school, the teachers are divided into five training groups: the first group is the teacher training group, the secretary Lin Mingqian is the leader; the second group is the “three strokes”. In the training group, Teng Hongyang was appointed as the team leader; the third group was the professional basic training group; Zhang Chun was the leader; the fourth group was the modern education theory training group, Liang Qibao was the leader, and the fifth group was the modern education technology training group. Wu Jun teaches the leader and the backbone teacher is a member. Each group has activities, targeted, time, location, and personnel. In the process of training and learning, each teacher is required to insist on doing three things, that is, having content, having experience, and having notes. At the same time, lectures, seminars, discussions, exchanges, etc. are used to discuss the actual situation of school education and teaching, and each training group will use the content of the learning content to fill in the blanks, "choose", "short answer" and "question and answer". Tests and exercises for the types of questions enable teachers to fully clarify the urgency, importance and lifelong nature of continuing education. They realize that only by continuously improving their own business standards can they adapt to the requirements of the development of education in the era, and clearly implement the education of the quality only to improve the teachers. Self-cultivating, constantly updating knowledge, can adapt to the needs of the new situation, can meet the requirements of the development of the times, achieve the educational goal of teacher-student win-win, change the "wax candle", "spring silkworm", "a bucket of water", "engineer" and other one-sided Concept.
3. Adopting a variety of ways of combining teaching, research and repair, and carrying out all-round school-based research and training with basic skills as the basic requirements, and strive to improve the combination of teacher professionalism and self-study. The basic skills of teachers are an important part of continuing education and the key to improving teachers' quality and teaching quality. In the training, in addition to taking a program to concentrate on learning, the school also requires teachers to develop individual learning training and growth plans according to their own circumstances, requiring teachers to strive to achieve "eight ones": write a little teaching after each lesson, weekly classes One section, write a teaching case or reflection every month, last lecture session in each semester, write a teaching paper every semester, have a research topic every academic year, develop and implement a school-based course every academic year, and the school stipulates each teacher Read the monographs on "Teacher's Professional Ethics and Cultivation", "The Theory and Practice of Alien Education", "Into the New Curriculum," "Changes in Teacher Behavior in the New Curriculum." Encourage teachers to use their spare time to read educational and teaching magazines themselves, or to check the advanced concepts of the new curriculum online, to take good reading notes and form good study habits. The school organizes teachers to self-purchase courses to change more than 10 books, among which the public subjects include "Teacher's Professional Ethics Training", "The Theory and Practice of Alien Education", "Into the New Curriculum", etc., and the professional category is "Chinese Language". The Chinese language curriculum standard teacher reading book, "High School Mathematics", etc., the school also ordered four training materials for teachers: "New Education Concept", "Update of New Curriculum Concepts", "Design Ideas and Teaching Mode of New Curriculum", "Deepening of New Curriculum and Reflection.
2 Promote training with demonstration classes and unified examinations. The school uses the summer vacation and weekends to organize all the teachers or send classes to change the class teachers to participate in the new curriculum theory training. So far, more than 10 people have participated in the national level training; more than 100 provincial-level trainings, more than 100 people in the agricultural training, and brothers The school exchanged lectures more than 20 times, and also made full use of modern audio-visual equipment to conduct teaching and seminars, and watched expert video lectures: 3 school-wide, more than 50 subjects. Each school group organizes 2-3 school-level demonstration classes or open classes every week, and also sends teachers to participate in demonstration classes or quality courses held by provinces and farmers. Lin Mingqian exchanges experiences at provincial teachers' moral education conferences. Zhang Chun, Yu Meiying and other teachers also introduced the advanced teaching experience of our school in the training course of the farmer's teacher. The school also initially tried to make some demonstration video teaching videos. The school attaches great importance to teachers' examinations, uses key teachers for training and counseling, actively organizes teachers to participate in the Mandarin training courses organized by the provincial and agricultural research centers, and the basic skills test of Mandarin. The participation rate of the training teachers' Mandarin test is 100%. And actively participate in the Hainan Province and the new curriculum theory test, the pass rate of all teachers reached 99%. Participated in the farm test 2 times, our school organized the test 6 times, the teachers who participated in the test have achieved good results, the professional level of teachers has improved significantly, reflecting the great role of school-based research.
Promote training, combine teaching and research, and promote the development of continuing education. In the school-based research and training activities, our school attaches great importance to teaching and research, and truly implements the requirements of the new five-three guarantees for school-based research activities. "Five" means that teachers participate in teaching and research activities to be problematic, confused, difficult, have special topics, have a center spokesperson, have research projects, and have a degree of teaching development; "three guarantees" means that teaching and research time is guaranteed, teaching and research personnel have guarantees, teaching and research The effect is guaranteed.
1 Carry out research on the subject, use the team and grade-level topics as the carrier, and play a team spirit to promote the overall improvement of the quality of education and teaching. Our school proposes that each subject group and each teacher must have a subject. Each group leader organizes the group teachers every week to determine a specific study on the actual problems that occur in the education and teaching practice of the grade level. There are topics at the subject and level, and everyone participates in the research. At the end of the semester, each teacher writes 1-2 papers or summary reports to the school according to the research topics of their own research. The school regards the subject research as the primary condition for selecting advanced groups.
2 Establish a normal teaching and research mechanism and carry out 1-2 sessions per week. With the teaching and research group as the unit, the heads of the various disciplines organize and guide the teachers to participate in the “speak, award, and evaluate” activities, learn successful cases through their own practice and discussion, learn the design of the new curriculum classroom teaching, organize and guide the teachers to analyze their educational behaviors. Rethinking your own educational concepts and combining the spirit of the new curriculum standards to prepare lessons, attend classes, lectures, and evaluate classes, and combine theory and practice organically. Through such activities, it is conducive to the collision and integration of teachers' thinking, which is conducive to the cultivation of individual and collective creativity. It promotes the mutual enlightenment and stimulation between teachers, transforms teaching and research activities from form to pragmatic improvement, and beneficially promotes a new level of school-based teaching and research.
The profession leads the foundation of the new curriculum school-based teaching and research, and promotes the improvement of teachers' business standards. Our school has determined that the professional guidance is: off-campus extension, campus cultivation. There are mainly two levels of professional instructors who are extended outside the school: the first level is the national backbone teacher. It mainly adopts direct dialogue and in-person guidance. Invite provincial and agricultural education experts to report and comment on the spot. For example, please ask Long Guanwu, deputy director of Hainan Education and Training Institute, to give a lecture on "New Curriculum Classroom Thinking" for all teachers. Sun Xiaowu, Chen Dajun, Yang Yaonan, Chen Liangxing and other experts will come to the classroom to guide teaching. The second level is for those who have influence in the education sector. For example, during the exhibition of calligraphy and art works of teachers and students, more than 20 experts from the Provincial Artists Association, the Book Association, Haida and Haishi are invited to discuss and provide instruction with teachers and students. The school's cultivation is mainly based on the backbone teachers of the school. They are the main team of school-based research and training. They are trainers of school-based training trainers, such as Zhang Yiqin, a provincial-level teacher, the national outstanding teacher, and the provincial-level curriculum reform leader. Provincial key teachers Qian Zhizhong, Chen Liuning, teachers participating in state-level training and more than 20 key teachers in the district. In the process of school-based teaching and research, they can lead by example, demonstration and guidance, so that everyone can lead the course, demonstration class, can open lectures, can go deep into the classroom for guidance, can effectively evaluate teaching, can write a thesis. For example, Zhang Yin’s pro-president’s report on “New Curriculum and New Ideas”; Mr. Qi Qihe’s report on “How to Conduct Comprehensive Practical Curriculum Activities” and “New Professional Ethics for Teachers”; Vice President Qian Zhizhong’s Report on “New Curriculum Experience” Zhang Chun teaches lectures on "the development of comprehensive practical activities", and Teng Hongyang conveys the relevant requirements and instructions of the Provincial Department of Education on comprehensive practical activities. Make full use of modern audio-visual equipment, organize teachers to watch videos related to curriculum reform, take self-made self-made teaching videos, and form their own teaching experience, which is more intimate. In short, the professional guidance outside the school focuses on the theoretical orientation. The professional guidance in the school tends to be practical, and the combination of theory and practice makes the school-based research and training work of our school solid and effective.
Peer-to-peer interaction runs through the whole process of school-based teaching and research, and improves the teaching ability of teachers. The new curriculum says: "Modern society requires citizens to have good humanistic qualities and scientific literacy. It has an innovative spirit and an open vision of cooperation." Following this mode of thinking, our school has developed a series of cooperative activities of “Peer Interaction”, and adheres to the collective lesson preparation mode of unit preparation, unit content preparation, collective research, teaching plan sharing, and post-teaching summary. The teacher-apprentice pair, that is, the young teachers who lack the general teaching experience, choose the backbone teachers who have rich teaching experience as the teacher. In the practice of teaching practice, often ask the teacher, the master is enthusiastic to help his apprentice. Follow the lectures, or take the stage to demonstrate, often guide, improve the teaching ability of the apprentice. In addition, in addition to advocating the apprenticeship between the teachers and the students, the school also identified the young teachers who are mainly trained, and asked them to attend classes among the groups. Each semester is no less than 20 semester, so that young teachers can quickly adapt to classroom teaching. , rapid growth, effective solution to the problem of the team of teachers in our school.
4. Establish a teacher growth portfolio and standardize file management. Because we are farm schools, files and assessments are all handled by the farm, so file management has not been valued for a long time. Under the circumstance of the curriculum reform, the school leaders used the curriculum reform as an opportunity to promote the school. By learning about the archives, they realized that the teacher growth portfolio is an important part of the school-based research and training, and it has multiple functions. So starting from zero, the teacher growth portfolio was established, the file management system was formulated in time, and the importance and management of the person were managed. In the implementation process of school-based research and training, continuous improvement and improvement. The collection of archival materials is basically designed in accordance with the content requirements of the “Eight One” and the credit register, and strict acceptance is carried out. After the inspection records and related materials are collected and bound, they are placed in the teacher's personal growth portfolio, and the materials are scientific, standardized and complete. Its content basically reflects the personal growth process of teachers. The archives have catalogues of scientific and standardized binding materials, records of school-based research and training, and a footstep for teachers to reflect on teaching, and have the result of stimulating individual teaching growth. Really played a variety of functions of the teacher growth portfolio. At the same time, the school leaders also pay attention to the credits of the credit register, and organize relevant personnel to be responsible for registration. In addition to the teachers newly transferred to our school, other teachers have completed the scoring work in time, which greatly promotes the enthusiasm of our teachers. The training has injected new vitality.
5. Do a good job in school-based research and training, and create a good learning atmosphere In order to increase publicity, our teachers will keep up with the times, understand their own values, understand their own shortcomings, and seek advanced footprints. Our school has published four special editions of school-based research training in the school's publicity column, showing the results of teachers' participation in school-based research and curriculum reform, showing rich and colorful content, excellent teaching reflection, class cases, cases, papers, and curriculum reform. Expert reviews, sketches of teaching activities, class changes to eye-catching photos and deeds. It provides a display stage for teachers, promotes the growth of teachers, and creates a strong learning atmosphere.
6. Organizing the preparation of school-based curriculum, reflecting the results of continuing education In order to implement the national, local and school-level curriculum management policies proposed by the Ministry of Education, in order to enable students to understand their hometown culture and receive love from their hometown, our school has carried out school-based curriculum. Development, school-based curriculum based on Bayi cultural education - "August, our beautiful home", "August 1st Middle School History". In order to do a good job in writing, we visited the party committee, the field history office, the trade union, and the education department. He also visited the Museum of History and History, the Shihua Shuidong of Bayi Farm, and the Xiangshuishan Waterfall, which collected relevant pictures, materials and materials. After the preparations are ready, we are working on the materials. The preparation of the school-based textbooks initially shows the feasibility of the school-based curriculum development of our school, and we will go all out to do it seriously.
7. Encourage teachers to participate in academic correspondence and improve teachers' level. Teachers' participation in high-education correspondence is an important act of continuing education. Schools encourage teachers to participate actively, and provide teachers with the most convenient convenience. Teachers participate in correspondence during the school. Guaranteed, the school will issue a subsidy as usual, and the enthusiasm of the teachers to participate in the correspondence is very high. At present, there are 155 teachers, including 113 in the university department, 41 in the junior college, and 2 in the middle school. The 14 people who have studied correspondence in the Ministry of Education are expected to reach 98% of the national high school teachers’ academic qualifications by 2008.
8. Carry out computer training for all employees and improve modern educational technology to meet the needs of modern teaching. Our school constantly updates the computer network, purchases software for teaching and application, and lays a broad and smooth "platform" for the implementation of school-based research. Using modern education technology training for summer vacation, all teachers under the age of 50 are required to participate. Now all the teachers in our school can operate computers and use multimedia-assisted teaching. Many young and middle-aged teachers can produce multimedia courseware. Our school organizes teachers to participate in provinces and cities. The information technology education examination organized by the training center has a pass rate of 100%. Recently, the school information technology team has trained all teachers: 1 to view, download and upload information online; 2 to establish personal e-mail; 3 to participate in Hainan education growth愽Technical training such as guest network and courseware production. The enthusiasm of the teachers is very high. The physics group took the lead in using the Internet to directly talk with the experts in the distance, and asked for advice on how to solve the difficult problems in physics teaching and get immediate results. The mathematics team used three classes to mathematics teachers. Computer application teaching. The mastery and application of teachers' modern educational technology provides a platform for mutual learning of teachers' school-based research activities. At present, the campus network of our school has been established. Teachers and students have actively published 205 articles, such as papers, assignments, comments, thoughts, experiences, summaries, and lesson cases, and 561 reviews, 57184 times.
9. Increase funding input to ensure that school-based research and training work is effectively implemented. Schools are the main front for school-based research and training. The principal is the first person responsible for school-based research and training, and is an important organizer, leader and instructor of school-based training. . In order to ensure the normal development of school-based research and training activities and achieve better results, the principal puts the school-based research and training investment in a very important position, and in the case of a shortage of school funds, priority is given to the need for teachers to participate in school-based research and training. In addition to the provision of funds for teachers' out-of-train training and reimbursement of travel expenses according to regulations, the school has invested nearly 200,000 yuan in school-based research and training activities in the past three years. Among them, teachers sent out to study and spent 40,000 yuan, spent 20,000 yuan on painting exhibitions, spent 10,000 yuan on various lectures and competitions, and spent 30,000 yuan on purchasing curriculum reform materials, CDs, teaching books and teaching equipment. It took nearly 10,000 yuan to establish various kinds of archives, and spent 0.5 million yuan for rewarding the reform of the pacesetter and advanced science groups. It took more than 30,000 yuan to participate in the high-quality curriculum evaluation and lectures, and invested 10,000 yuan in the school's Internet equipment. Each teacher's subsidy fee is 50 yuan per semester, and the school invests 45,000 yuan.
Third, the achievements, existing problems and future ideas
1. Achievements 1. In the past three years, our school has obtained an advanced collective of Chinese small moral education work in Hainan Province. The Youth League Committee of the school won the title of “Five-Four Red Flag” advanced unit of Hainan Provincial Youth League Committee. In 2003-04, our school won the title of outstanding school in the district. From 2003 to 2005, our school was identified by Hainan Province as the teaching and research training base of Hainan Provincial Agricultural Reclamation Middle School. At the same time, it was identified as the experimental school of the key topic of the Ministry of Education's curriculum and textbook research institute, “Change of the learning method of the new curriculum of middle school Chinese”. The school curriculum reform summary evaluation won the second prize of the farmer. The principal, Zhang Yin, was awarded the honorary title of National Super Teacher and Provincial Top Ten Principal. Vice President Qian Zhizhong won the honorary title of “Top Ten” class guide. Director Tan Jiangping won the honorary title of Hainan Provincial Teacher.
2. Through school-based research and training, the majority of teachers fully recognize the importance of research and personal growth. Everyone has used their own experience of success and failure in classroom teaching, combined with the spirit of curriculum reform, to deeply reflect on traditional teaching. Many teachers have made a thorough analysis of the content of the textbooks by using the consciousness of innovation, and have written many innovative teaching papers. According to statistics, in the evaluation of papers of various levels, the school won 3 first prizes, 12 second prizes, 19 third prizes, and 5 provincial first prizes. There are 10 second prizes and 18 third prizes; 15 first prizes at the Nongken District level, 18 second prizes and 20 third prizes. The combination of theory and practice has improved the teaching art of teachers in many classrooms. Many new teachers have improved their teaching ability, and they have achieved good results in coaching students to participate in various competitions. He has won 12 national excellent counselors and gardener awards. The third prize of the national middle-aged and young teachers' quality class 2; the first class of high school in high school, the middle school: 1 first prize, 2 second prize; high school: 2 first prize, 1 second prize; advanced entrance examination Teaching 2 people. See the table below|:
No. Item Name Name Subject Level Level Result Content
1 Thesis Luo Yikang Chinese National Second Prize “Fully play the role of Chinese Reader in Chinese Teaching”
2 Thesis Chen Xia Chinese National Third Prize “High School Imaginative Composition Teaching Design”
3 Thesis Xiao Xiaoli Chinese National Third Prize “On the Teaching of Composition and the Cultivation of Teacher Writing”
4 Case Zeng Jun Mathematics National Second Prize The third national junior middle school young mathematics teacher excellent class observation and evaluation
5 Thesis Luo Yikang Chinese National Third Prize “Creatively Handling Teaching Materials and Improving the Efficiency of Chinese Teaching”
6 Thesis Wang Zhou Chinese National Third Prize “Being good at both the body and the world” – from Zhao Lingjun’s thief to save Zhao Yiwen’s glimpse of the ancient scholar’s complex
7 Fan Wen Competition Hu Lian Chinese National Third Prize "China Team, Come on"
8 Thesis Chen Xia Chinese National Third Prize "High School Imaginative Composition Teaching Design"
9 Thesis Qiu Xiaoqing Chinese National Third Prize “Let every student have the opportunity to speak”
10 Thesis 裴 Xiao Li Chinese National Third Prize “Reading Composition Teaching and Training Teachers and Writing Talents”
11 Thesis Yu Meiying Chinese National First Prize “Educational Concept Update and Chinese Teaching Reform”
12 Thesis Li Yuanzhong Chinese National First Prize “Preliminary Exploration of Chinese Teaching from the Perspective of Thinking Teaching”
13 Thesis Li Wang Chinese National Second Prize "Exploration of Poetry Appreciation"
14 Thesis He Meihu Chinese National Third Prize “Infiltration of Moral Education in Chinese Teachers”
15 Thesis Su Yunping Chinese National Third Prize “Creation and Application of Chinese Teaching Situation”
16 Papers Zhao Liqin Chinese National Third Prize “Strengthening Speaking Practice and Improving Speaking Ability”
17 Thesis Wang Yuanli Mathematics National Second Prize "On the Control of Mathematical Classroom Teaching Thinking"
18 Thesis Qian Zhizhong Mathematics National Second Prize The application of the method of combining numbers and shapes in middle school mathematics---"solving mathematics problems with shape aids"
19 Thesis Zeng Jun Mathematics National Third Prize "Discussion on the Cultivation of Middle School Students' Mathematical Application Awareness"
20 Thesis Luo Haiyou Mathematics National Third Prize “On how to develop and train students' non-intellectual factors in middle school mathematics teaching”
21 Thesis Luo Yikang Chinese National Second Prize “Chinese Teaching Reform Calls for Correct Evaluation System”
22 Papers Chen Xia Chinese National Third Prize “Preparing lessons and teaching plans to keep up with the times”
23 Quality Course Liang Shiming Mathematics National Third Prize
24 Quality Course Xie Qing Mathematics National Third Prize
25 Papers published Li Yuanzhong Language Country "New Curriculum Learning Method Transformation"
26 Gardener Award Fan Shaoqiang Chemistry Provincial Level
27 Thesis Zhang Xinbin Chemistry Provincial Third Prize “Cultivating Students' Scientific Literacy in Chemistry Experiment Teaching”
28 Thesis Xu Wenwu Chemistry Provincial Third Prize “Talking about cultivating students' experimental exploration and innovation ability in chemistry experiment”
29 Gardener Award Fan Shaoqiang Chemistry Provincial National Chemistry Competition
30 Counseling Zhang Haiqi Mathematics Provincial Excellent Tutor
31 Tutoring Luo Haiyou Mathematics Provincial Excellent Tutor
32 Thesis Fang Jianwan Sports Provincial Third Prize “Innovation and Cultivation of the Law of the Law”
33 Thesis Yan Youqing Sports Provincial Second Prize “On the application of the teaching method in the middle school sports and health class”
34 Papers Cai Yu Sports Provincial Third Prize “Cultivation of Students' Interests in the New Curriculum Standards”
35 Thesis Li Liming Sports Provincial Third Prize "How to make students' left and right brains not"
36 Counselor Tan Jiangping Physics Provincial 19th National Middle School Student Physics Competition <Hainan Division>
37 Gardener Award Li Yijian Physics Provincial level
38 Guiding Awards Wu Jun Physics Provincial High School Physics Competition in Hainan Province
39 Gardener Award Chen Junyue Physics Provincial Level National Physics Application Knowledge Competition
40 Tutoring Cai Yulan English Provincial Excellent Tutor
41 Thesis Meng Xiangyun English Provincial Second Prize “My View on Student-centered English Classroom Teaching Mode”
42 Thesis Qiu Xiaoqing Chinese Provincial First Prize "The Footprint on the Moon" Teaching Record
43 Thesis 阮立武 Chinese Provincial First Prize “Innovation, the Only Way for Chinese Teaching”
44 Thesis Gui Dongxiu Chinese Provincial Second Prize “Playing the guiding role of the classroom and stimulating students' interest in learning Chinese”
45 Thesis Gui Dongxiu Chinese Provincial Second Prize “On Emotional Education in Chinese Teaching”
46 Thesis Rune Chao Language Provincial Second Prize “To give students a self-constructed, self-generated student opportunity”
47 Thesis Qiu Xiaoqing Chinese Provincial Second Prize “Let every student have the opportunity to “speak””
48 Thesis Huang Siyan Chinese Provincial Third Prize “Change Teaching Concept and Cultivate Innovation Ability”
49 Thesis Zhong Feng Chinese Provincial Third Prize “How to make the Chinese classroom energetic”
50 Thesis Li Yuanzhong Chinese Provincial Third Prize “Transformation Learning for Entertainment Learning”
51 Thesis Huang Hui Chinese Provincial Third Prize “How to Inspire Students' Writing Interests”
52 Thesis Liu Haiming Chinese Provincial Third Prize “Chinese Teaching Should Pay Attention to the Cultivation of Students' Questioning Ability”
53 Thesis Luo Wensheng Chinese Provincial Third Prize “2007 Hainan Joint Test Simulation Question”
54 Cases Xie Ping Computer District First Prize <Study in Happiness - "Word Processing and Typesetting" >
55 Quality Course Huang Xiaoqin Chemistry District First Prize
56 Papers Fu Lihua Biological Reclamation Area Third Prize "Gas exchange in the lungs"
57 Thesis Lei Haihui Biological Reclamation Area Third Prize “Ecological Relationship”
58 Papers published Yu Hequn Bio-districts "How to improve students' interest in learning biology"
59 Quality Course Liang Shiming Mathematics District First Prize
60 Quality Course Xie Qing Mathematics District First Prize
61 Case Xie Hongjuan Mathematics First Prize “Mathematical Case of “Problem Situation——Building Model”)
62 Thesis Lin Qingcai The second prize of the mathematics area "The attempt to improve students' ability to observe - the triangle" teaching and reflection
63 Thesis Zeng Jun Mathematics District Third Prize “A little recess on the implementation of the new curriculum standards for mathematics
64 Thesis Yao Zhihua Mathematics Third Prize, "Talking about how to let students take the initiative to speak"
65 Thesis Zhang Haiqi Mathematics District Third Prize “Algebraic Value Teaching Case”
66 Thesis Qiu Jianqiang The third prize of the mathematics area ""Awareness Triangle" Teaching Case"
67 Thesis Zeng Jun Mathematics First District Awards “On the Cultivation of New Thinking Ability in the Teaching of Linear Equations”
68 Thesis Xie Qing Mathematics First Prize, "On the Status and Function of Mathematical Metacognition"
69 Thesis Huang Hongjun The second prize of the mathematics area "How to play the teaching effect of the examples in the textbook"
70 Thesis Zhang Chun Mathematics Second Prize, "The corresponding change of teachers under the new curriculum"
71 Thesis Zeng Haisheng The second prize of the mathematics area "Transformation of ideas and methods to better improve students' ability"
72 Thesis Zhang Wenhui Mathematics Third District Awards "Talking about the "Functional Concept" Teaching"
73 Thesis Liang Bing Mathematics District Third Prize “The new curriculum reform makes students more tired? 》
74 Thesis Peng Caili The third prize of the mathematics area "Solution of Mathematical Multiple Choice Questions"
75 Papers Cai Yu Sports District Third Prize "Learning Hurdle Run"
76 Papers Yan District Youth Sports District Third Prize "martial arts "wushuquan" teaching case"
77 Thesis Yan Youqing Sports District First Prize "On the application of the teaching method in the middle school sports and health class"
78 Thesis Cai Yu Sports District Second Prize “Cultivation of Students' Interests in the New Curriculum Standards”
79 Thesis Li Liming Sports District Second Prize "How to make students' left and right brains not "hunger"
80 Thesis Liu Xiaoling The second prize of the sports district "Some Talks on Several Changes of Physical Education Teachers in the New Curriculum Reform"
81 Thesis Fang Jianwan Sports District Third Prize “Working hard to shape the comprehensive image of physical education teachers”
82 Papers published Feng Zhishen Sports District “Talking about the rhythm of a physical education class”
83 Papers published Li Xiuhua Music District "D Dialectical Thinking on the Transformation of the Students"
84 Thesis Cai Yulan English First Prize “Investigation on Innovative Education in English Teaching”
85 Thesis Xie Yanhong English First District Awards "On the Cultivation of English Learning Interests"
86 Thesis Meng Xiangyun English First District Awards "My Student-centered English Classroom Teaching Mode"
87 Thesis Zhou Shuhong English 二 District Second Prize “A class of English with rich “personality” and full of “elasticity”
88 Thesis Xiao Yanxia The second prize of English 垦 District “Thinking and Exploring in English Curriculum Reform”
89 Thesis Xiao Yanxia English 二 District Second Prize 〈Intensive Course Reform Textbook Level Advocating Student Self-Learning>
90 papers Chen Xiaotong English 三 District Third Prize "Talk about Task-based English Teaching"
91 Thesis Zhou Shuhong English 三 District Third Prize “Lesson76 “Diet”
92 Thesis Huang Hui Chinese Language Zone Second Prize "Surprise and Confusion"
93 Thesis Rune Chao Chinese Language Zone Second Prize "What needs to be changed in the composition curriculum reform"
94 Thesis Zhong Feng Chinese Language Zone Second Prize "Some Experiences on Curriculum Reform"
95 Thesis Yu Meiying Chinese Language District Third Prize “The Teaching Record of “Wisteria Dose Waterfall”
96 Papers Chen Qiaoyan Chinese Third District Awards "My Thoughts and Practices on Curriculum Reform"
97 Papers published Li Yuanzhong Languages District "focus on thinking training, develop students' good reading habits"
98 Papers published Lin Mingqian Chinese 垦 《 "Zhazha do a good job in moral education, comprehensively improve students' temperament"
99 Papers published Li Meifang Chinese 垦 District "Xiao Ji" Xiangshuishan Waterfall"
100 Thesis Lin Fangyu Political District Third Prize “Import is not a challenge”
101 Advanced Individual Qian Zhizhong Mathematics City Level Cangzhou City Joint Test Preparation Advanced Individual
102 Advanced Individual Wu Jun Physics City Level Cangzhou City Joint Test Preparation for Advanced Individuals
3 Teachers and students win together, is the pursuit of our highest ideals. In the school-based research seminar, our school not only makes the teachers grow rapidly, but also makes the students develop in a comprehensive way, and the students have achieved brilliant results. There were 51 national awards, 66 provincial awards, and 41 farmer-level awards.
2. There is a problem:
1 The content of the training still has a certain gap in the combination of theory and practice.
2 The training target is not targeted.
3 Individual teachers have insufficient understanding of the meaning of training and pay insufficient attention to training.
3. Future ideas.
1 Continue to strengthen the teacher's awareness of the quality of the school, so that the school-based research and training work is more scientific, institutionalized and standardized;
2 Continue to strengthen the consciousness of teachers' participation in school-based research and training, constantly update teaching concepts, improve teaching behaviors, enhance and develop independent thinking and innovative insights into teaching phenomena and teaching problems, and truly become masters of teaching and teaching.
3 Strengthen the training of young teachers, resulting in a group of young backbone teachers and academic leaders.
4 Deepen the teaching and research work, form a scientific research atmosphere of “Everyone participates in scientific research, each has a subject”, and strive to form a teaching and research system integrating “learning groups and individuals”.
Hainan Provincial Farming Bay No. 1 Middle School
2005 12
I. Basic information of the school There are 53 teaching classes in our school, more than 2,900 students, 155 full-time teachers, and 71 middle school teachers, including 28 in the university department, 41 in the junior college degree, 2 in the middle school, and the teacher qualification rate. It is 97%; there are 84 high school teachers, including 76 in the university and 8 in the junior college. The teacher's academic achievement rate is 90%. The campus covers an area of 168 mu, with a total construction area of 13,467 square meters and a living average of 5.82 square meters. There are 4 teaching buildings, 1 science museum, 1 comprehensive building, 5 student dormitory, 10 small dining rooms and 1 standard sports field. The school has installed a satellite education network. The school office is equipped with computers and is connected to the Internet. The school has established a campus website on Hainan Province Education Hacker Growth Network. Each teacher has its own webpage. The school library has a collection of 43680 books and more than 230 newspapers and magazines. Each classroom is equipped with a projector, and each of the language, English, and music teachers is equipped with a teaching recorder.
Second, the specific practice of school-based research and training work In our school-based research and training activities, according to the school's "conventional school, scientific research and development" school-running ideas, based on teacher's moral education, teacher theory, education and research, teachers' professional basic skills Based on the training of the use of modern educational technology, the school focuses on the school-based training model of “the subject is the carrier, the combination of teaching, research and training”, and the school-based research and training work is effectively carried out, and efforts are made to improve the quality of teachers.
1. Establishing an institution, establishing a system to establish a training organization, is the basic guarantee for effectively carrying out teaching and research activities. In the past three years, the leadership of our school has changed a lot. In order to ensure the school-based research and training work is carried out in a solid and effective manner, our school has been continually and has always maintained a hard-working leadership team. In this year, the head of the school-based research and training group was established with Qi Qi and the principal as the team leader, Lin Mingqian, director of the teaching and research section, Zhang Chun, and director of the teaching department, Teng Hongyang, as the deputy head, and the heads and grades of each subject. Leading group members are seeking truth and being pragmatic, advancing with the times, dividing labor and cooperation, and implementing responsibilities, which effectively promoted the smooth development of research and training.
Formulating practical rules and regulations is the guarantee for the smooth progress of continuing education. In the establishment of the system, the leading group organizes all members to conscientiously study and implement the relevant archives of the provincial and agricultural education departments, and introduce incentive mechanisms in conjunction with the actual situation of the school to link the continuing education work with the teachers' annual assessment, evaluation and job title evaluation. The principles of management and hierarchical implementation have formulated a series of school-based researches such as the research and training management system, the teacher collective preparation system, the teacher development evaluation system, the teaching reflection system, the archives data management system, the teacher workload subsidy system and the teacher reward and punishment system. The training system has a rule for school-based research and training.
2. Grouping activities, strengthening learning, unifying thoughts, and changing the key to the success or failure of conceptual curriculum reform are teachers. The key to the comprehensive quality of teachers lies in the continuing education of teachers. The degree of teachers' understanding of the new curriculum concept directly affects the progress of the curriculum reform experiment. To this end, at the beginning of the seminar, a school-wide teacher meeting was held, and the principal made a school-based training mobilization to convey the spirit of the school-based training seminars of the Provincial Education Research and Training Institute, the Agricultural Reclamation Bureau, and the Teaching and Research Section. Then, the grades and sections are carefully implemented. The section mainly conducts regular teaching and research activities and learns the professional content of various disciplines, such as "Interpretation of New Curriculum Standards" and "New Teaching Design". At the same time, considering that there are many teachers and training contents in our school, the teachers are divided into five training groups: the first group is the teacher training group, the secretary Lin Mingqian is the leader; the second group is the “three strokes”. In the training group, Teng Hongyang was appointed as the team leader; the third group was the professional basic training group; Zhang Chun was the leader; the fourth group was the modern education theory training group, Liang Qibao was the leader, and the fifth group was the modern education technology training group. Wu Jun teaches the leader and the backbone teacher is a member. Each group has activities, targeted, time, location, and personnel. In the process of training and learning, each teacher is required to insist on doing three things, that is, having content, having experience, and having notes. At the same time, lectures, seminars, discussions, exchanges, etc. are used to discuss the actual situation of school education and teaching, and each training group will use the content of the learning content to fill in the blanks, "choose", "short answer" and "question and answer". Tests and exercises for the types of questions enable teachers to fully clarify the urgency, importance and lifelong nature of continuing education. They realize that only by continuously improving their own business standards can they adapt to the requirements of the development of education in the era, and clearly implement the education of the quality only to improve the teachers. Self-cultivating, constantly updating knowledge, can adapt to the needs of the new situation, can meet the requirements of the development of the times, achieve the educational goal of teacher-student win-win, change the "wax candle", "spring silkworm", "a bucket of water", "engineer" and other one-sided Concept.
3. Adopting a variety of ways of combining teaching, research and repair, and carrying out all-round school-based research and training with basic skills as the basic requirements, and strive to improve the combination of teacher professionalism and self-study. The basic skills of teachers are an important part of continuing education and the key to improving teachers' quality and teaching quality. In the training, in addition to taking a program to concentrate on learning, the school also requires teachers to develop individual learning training and growth plans according to their own circumstances, requiring teachers to strive to achieve "eight ones": write a little teaching after each lesson, weekly classes One section, write a teaching case or reflection every month, last lecture session in each semester, write a teaching paper every semester, have a research topic every academic year, develop and implement a school-based course every academic year, and the school stipulates each teacher Read the monographs on "Teacher's Professional Ethics and Cultivation", "The Theory and Practice of Alien Education", "Into the New Curriculum," "Changes in Teacher Behavior in the New Curriculum." Encourage teachers to use their spare time to read educational and teaching magazines themselves, or to check the advanced concepts of the new curriculum online, to take good reading notes and form good study habits. The school organizes teachers to self-purchase courses to change more than 10 books, among which the public subjects include "Teacher's Professional Ethics Training", "The Theory and Practice of Alien Education", "Into the New Curriculum", etc., and the professional category is "Chinese Language". The Chinese language curriculum standard teacher reading book, "High School Mathematics", etc., the school also ordered four training materials for teachers: "New Education Concept", "Update of New Curriculum Concepts", "Design Ideas and Teaching Mode of New Curriculum", "Deepening of New Curriculum and Reflection.
2 Promote training with demonstration classes and unified examinations. The school uses the summer vacation and weekends to organize all the teachers or send classes to change the class teachers to participate in the new curriculum theory training. So far, more than 10 people have participated in the national level training; more than 100 provincial-level trainings, more than 100 people in the agricultural training, and brothers The school exchanged lectures more than 20 times, and also made full use of modern audio-visual equipment to conduct teaching and seminars, and watched expert video lectures: 3 school-wide, more than 50 subjects. Each school group organizes 2-3 school-level demonstration classes or open classes every week, and also sends teachers to participate in demonstration classes or quality courses held by provinces and farmers. Lin Mingqian exchanges experiences at provincial teachers' moral education conferences. Zhang Chun, Yu Meiying and other teachers also introduced the advanced teaching experience of our school in the training course of the farmer's teacher. The school also initially tried to make some demonstration video teaching videos. The school attaches great importance to teachers' examinations, uses key teachers for training and counseling, actively organizes teachers to participate in the Mandarin training courses organized by the provincial and agricultural research centers, and the basic skills test of Mandarin. The participation rate of the training teachers' Mandarin test is 100%. And actively participate in the Hainan Province and the new curriculum theory test, the pass rate of all teachers reached 99%. Participated in the farm test 2 times, our school organized the test 6 times, the teachers who participated in the test have achieved good results, the professional level of teachers has improved significantly, reflecting the great role of school-based research.
Promote training, combine teaching and research, and promote the development of continuing education. In the school-based research and training activities, our school attaches great importance to teaching and research, and truly implements the requirements of the new five-three guarantees for school-based research activities. "Five" means that teachers participate in teaching and research activities to be problematic, confused, difficult, have special topics, have a center spokesperson, have research projects, and have a degree of teaching development; "three guarantees" means that teaching and research time is guaranteed, teaching and research personnel have guarantees, teaching and research The effect is guaranteed.
1 Carry out research on the subject, use the team and grade-level topics as the carrier, and play a team spirit to promote the overall improvement of the quality of education and teaching. Our school proposes that each subject group and each teacher must have a subject. Each group leader organizes the group teachers every week to determine a specific study on the actual problems that occur in the education and teaching practice of the grade level. There are topics at the subject and level, and everyone participates in the research. At the end of the semester, each teacher writes 1-2 papers or summary reports to the school according to the research topics of their own research. The school regards the subject research as the primary condition for selecting advanced groups.
2 Establish a normal teaching and research mechanism and carry out 1-2 sessions per week. With the teaching and research group as the unit, the heads of the various disciplines organize and guide the teachers to participate in the “speak, award, and evaluate” activities, learn successful cases through their own practice and discussion, learn the design of the new curriculum classroom teaching, organize and guide the teachers to analyze their educational behaviors. Rethinking your own educational concepts and combining the spirit of the new curriculum standards to prepare lessons, attend classes, lectures, and evaluate classes, and combine theory and practice organically. Through such activities, it is conducive to the collision and integration of teachers' thinking, which is conducive to the cultivation of individual and collective creativity. It promotes the mutual enlightenment and stimulation between teachers, transforms teaching and research activities from form to pragmatic improvement, and beneficially promotes a new level of school-based teaching and research.
The profession leads the foundation of the new curriculum school-based teaching and research, and promotes the improvement of teachers' business standards. Our school has determined that the professional guidance is: off-campus extension, campus cultivation. There are mainly two levels of professional instructors who are extended outside the school: the first level is the national backbone teacher. It mainly adopts direct dialogue and in-person guidance. Invite provincial and agricultural education experts to report and comment on the spot. For example, please ask Long Guanwu, deputy director of Hainan Education and Training Institute, to give a lecture on "New Curriculum Classroom Thinking" for all teachers. Sun Xiaowu, Chen Dajun, Yang Yaonan, Chen Liangxing and other experts will come to the classroom to guide teaching. The second level is for those who have influence in the education sector. For example, during the exhibition of calligraphy and art works of teachers and students, more than 20 experts from the Provincial Artists Association, the Book Association, Haida and Haishi are invited to discuss and provide instruction with teachers and students. The school's cultivation is mainly based on the backbone teachers of the school. They are the main team of school-based research and training. They are trainers of school-based training trainers, such as Zhang Yiqin, a provincial-level teacher, the national outstanding teacher, and the provincial-level curriculum reform leader. Provincial key teachers Qian Zhizhong, Chen Liuning, teachers participating in state-level training and more than 20 key teachers in the district. In the process of school-based teaching and research, they can lead by example, demonstration and guidance, so that everyone can lead the course, demonstration class, can open lectures, can go deep into the classroom for guidance, can effectively evaluate teaching, can write a thesis. For example, Zhang Yin’s pro-president’s report on “New Curriculum and New Ideas”; Mr. Qi Qihe’s report on “How to Conduct Comprehensive Practical Curriculum Activities” and “New Professional Ethics for Teachers”; Vice President Qian Zhizhong’s Report on “New Curriculum Experience” Zhang Chun teaches lectures on "the development of comprehensive practical activities", and Teng Hongyang conveys the relevant requirements and instructions of the Provincial Department of Education on comprehensive practical activities. Make full use of modern audio-visual equipment, organize teachers to watch videos related to curriculum reform, take self-made self-made teaching videos, and form their own teaching experience, which is more intimate. In short, the professional guidance outside the school focuses on the theoretical orientation. The professional guidance in the school tends to be practical, and the combination of theory and practice makes the school-based research and training work of our school solid and effective.
Peer-to-peer interaction runs through the whole process of school-based teaching and research, and improves the teaching ability of teachers. The new curriculum says: "Modern society requires citizens to have good humanistic qualities and scientific literacy. It has an innovative spirit and an open vision of cooperation." Following this mode of thinking, our school has developed a series of cooperative activities of “Peer Interaction”, and adheres to the collective lesson preparation mode of unit preparation, unit content preparation, collective research, teaching plan sharing, and post-teaching summary. The teacher-apprentice pair, that is, the young teachers who lack the general teaching experience, choose the backbone teachers who have rich teaching experience as the teacher. In the practice of teaching practice, often ask the teacher, the master is enthusiastic to help his apprentice. Follow the lectures, or take the stage to demonstrate, often guide, improve the teaching ability of the apprentice. In addition, in addition to advocating the apprenticeship between the teachers and the students, the school also identified the young teachers who are mainly trained, and asked them to attend classes among the groups. Each semester is no less than 20 semester, so that young teachers can quickly adapt to classroom teaching. , rapid growth, effective solution to the problem of the team of teachers in our school.
4. Establish a teacher growth portfolio and standardize file management. Because we are farm schools, files and assessments are all handled by the farm, so file management has not been valued for a long time. Under the circumstance of the curriculum reform, the school leaders used the curriculum reform as an opportunity to promote the school. By learning about the archives, they realized that the teacher growth portfolio is an important part of the school-based research and training, and it has multiple functions. So starting from zero, the teacher growth portfolio was established, the file management system was formulated in time, and the importance and management of the person were managed. In the implementation process of school-based research and training, continuous improvement and improvement. The collection of archival materials is basically designed in accordance with the content requirements of the “Eight One” and the credit register, and strict acceptance is carried out. After the inspection records and related materials are collected and bound, they are placed in the teacher's personal growth portfolio, and the materials are scientific, standardized and complete. Its content basically reflects the personal growth process of teachers. The archives have catalogues of scientific and standardized binding materials, records of school-based research and training, and a footstep for teachers to reflect on teaching, and have the result of stimulating individual teaching growth. Really played a variety of functions of the teacher growth portfolio. At the same time, the school leaders also pay attention to the credits of the credit register, and organize relevant personnel to be responsible for registration. In addition to the teachers newly transferred to our school, other teachers have completed the scoring work in time, which greatly promotes the enthusiasm of our teachers. The training has injected new vitality.
5. Do a good job in school-based research and training, and create a good learning atmosphere In order to increase publicity, our teachers will keep up with the times, understand their own values, understand their own shortcomings, and seek advanced footprints. Our school has published four special editions of school-based research training in the school's publicity column, showing the results of teachers' participation in school-based research and curriculum reform, showing rich and colorful content, excellent teaching reflection, class cases, cases, papers, and curriculum reform. Expert reviews, sketches of teaching activities, class changes to eye-catching photos and deeds. It provides a display stage for teachers, promotes the growth of teachers, and creates a strong learning atmosphere.
6. Organizing the preparation of school-based curriculum, reflecting the results of continuing education In order to implement the national, local and school-level curriculum management policies proposed by the Ministry of Education, in order to enable students to understand their hometown culture and receive love from their hometown, our school has carried out school-based curriculum. Development, school-based curriculum based on Bayi cultural education - "August, our beautiful home", "August 1st Middle School History". In order to do a good job in writing, we visited the party committee, the field history office, the trade union, and the education department. He also visited the Museum of History and History, the Shihua Shuidong of Bayi Farm, and the Xiangshuishan Waterfall, which collected relevant pictures, materials and materials. After the preparations are ready, we are working on the materials. The preparation of the school-based textbooks initially shows the feasibility of the school-based curriculum development of our school, and we will go all out to do it seriously.
7. Encourage teachers to participate in academic correspondence and improve teachers' level. Teachers' participation in high-education correspondence is an important act of continuing education. Schools encourage teachers to participate actively, and provide teachers with the most convenient convenience. Teachers participate in correspondence during the school. Guaranteed, the school will issue a subsidy as usual, and the enthusiasm of the teachers to participate in the correspondence is very high. At present, there are 155 teachers, including 113 in the university department, 41 in the junior college, and 2 in the middle school. The 14 people who have studied correspondence in the Ministry of Education are expected to reach 98% of the national high school teachers’ academic qualifications by 2008.
8. Carry out computer training for all employees and improve modern educational technology to meet the needs of modern teaching. Our school constantly updates the computer network, purchases software for teaching and application, and lays a broad and smooth "platform" for the implementation of school-based research. Using modern education technology training for summer vacation, all teachers under the age of 50 are required to participate. Now all the teachers in our school can operate computers and use multimedia-assisted teaching. Many young and middle-aged teachers can produce multimedia courseware. Our school organizes teachers to participate in provinces and cities. The information technology education examination organized by the training center has a pass rate of 100%. Recently, the school information technology team has trained all teachers: 1 to view, download and upload information online; 2 to establish personal e-mail; 3 to participate in Hainan education growth愽Technical training such as guest network and courseware production. The enthusiasm of the teachers is very high. The physics group took the lead in using the Internet to directly talk with the experts in the distance, and asked for advice on how to solve the difficult problems in physics teaching and get immediate results. The mathematics team used three classes to mathematics teachers. Computer application teaching. The mastery and application of teachers' modern educational technology provides a platform for mutual learning of teachers' school-based research activities. At present, the campus network of our school has been established. Teachers and students have actively published 205 articles, such as papers, assignments, comments, thoughts, experiences, summaries, and lesson cases, and 561 reviews, 57184 times.
9. Increase funding input to ensure that school-based research and training work is effectively implemented. Schools are the main front for school-based research and training. The principal is the first person responsible for school-based research and training, and is an important organizer, leader and instructor of school-based training. . In order to ensure the normal development of school-based research and training activities and achieve better results, the principal puts the school-based research and training investment in a very important position, and in the case of a shortage of school funds, priority is given to the need for teachers to participate in school-based research and training. In addition to the provision of funds for teachers' out-of-train training and reimbursement of travel expenses according to regulations, the school has invested nearly 200,000 yuan in school-based research and training activities in the past three years. Among them, teachers sent out to study and spent 40,000 yuan, spent 20,000 yuan on painting exhibitions, spent 10,000 yuan on various lectures and competitions, and spent 30,000 yuan on purchasing curriculum reform materials, CDs, teaching books and teaching equipment. It took nearly 10,000 yuan to establish various kinds of archives, and spent 0.5 million yuan for rewarding the reform of the pacesetter and advanced science groups. It took more than 30,000 yuan to participate in the high-quality curriculum evaluation and lectures, and invested 10,000 yuan in the school's Internet equipment. Each teacher's subsidy fee is 50 yuan per semester, and the school invests 45,000 yuan.
Third, the achievements, existing problems and future ideas
1. Achievements 1. In the past three years, our school has obtained an advanced collective of Chinese small moral education work in Hainan Province. The Youth League Committee of the school won the title of “Five-Four Red Flag” advanced unit of Hainan Provincial Youth League Committee. In 2003-04, our school won the title of outstanding school in the district. From 2003 to 2005, our school was identified by Hainan Province as the teaching and research training base of Hainan Provincial Agricultural Reclamation Middle School. At the same time, it was identified as the experimental school of the key topic of the Ministry of Education's curriculum and textbook research institute, “Change of the learning method of the new curriculum of middle school Chinese”. The school curriculum reform summary evaluation won the second prize of the farmer. The principal, Zhang Yin, was awarded the honorary title of National Super Teacher and Provincial Top Ten Principal. Vice President Qian Zhizhong won the honorary title of “Top Ten” class guide. Director Tan Jiangping won the honorary title of Hainan Provincial Teacher.
2. Through school-based research and training, the majority of teachers fully recognize the importance of research and personal growth. Everyone has used their own experience of success and failure in classroom teaching, combined with the spirit of curriculum reform, to deeply reflect on traditional teaching. Many teachers have made a thorough analysis of the content of the textbooks by using the consciousness of innovation, and have written many innovative teaching papers. According to statistics, in the evaluation of papers of various levels, the school won 3 first prizes, 12 second prizes, 19 third prizes, and 5 provincial first prizes. There are 10 second prizes and 18 third prizes; 15 first prizes at the Nongken District level, 18 second prizes and 20 third prizes. The combination of theory and practice has improved the teaching art of teachers in many classrooms. Many new teachers have improved their teaching ability, and they have achieved good results in coaching students to participate in various competitions. He has won 12 national excellent counselors and gardener awards. The third prize of the national middle-aged and young teachers' quality class 2; the first class of high school in high school, the middle school: 1 first prize, 2 second prize; high school: 2 first prize, 1 second prize; advanced entrance examination Teaching 2 people. See the table below|:
No. Item Name Name Subject Level Level Result Content
1 Thesis Luo Yikang Chinese National Second Prize “Fully play the role of Chinese Reader in Chinese Teaching”
2 Thesis Chen Xia Chinese National Third Prize “High School Imaginative Composition Teaching Design”
3 Thesis Xiao Xiaoli Chinese National Third Prize “On the Teaching of Composition and the Cultivation of Teacher Writing”
4 Case Zeng Jun Mathematics National Second Prize The third national junior middle school young mathematics teacher excellent class observation and evaluation
5 Thesis Luo Yikang Chinese National Third Prize “Creatively Handling Teaching Materials and Improving the Efficiency of Chinese Teaching”
6 Thesis Wang Zhou Chinese National Third Prize “Being good at both the body and the world” – from Zhao Lingjun’s thief to save Zhao Yiwen’s glimpse of the ancient scholar’s complex
7 Fan Wen Competition Hu Lian Chinese National Third Prize "China Team, Come on"
8 Thesis Chen Xia Chinese National Third Prize "High School Imaginative Composition Teaching Design"
9 Thesis Qiu Xiaoqing Chinese National Third Prize “Let every student have the opportunity to speak”
10 Thesis 裴 Xiao Li Chinese National Third Prize “Reading Composition Teaching and Training Teachers and Writing Talents”
11 Thesis Yu Meiying Chinese National First Prize “Educational Concept Update and Chinese Teaching Reform”
12 Thesis Li Yuanzhong Chinese National First Prize “Preliminary Exploration of Chinese Teaching from the Perspective of Thinking Teaching”
13 Thesis Li Wang Chinese National Second Prize "Exploration of Poetry Appreciation"
14 Thesis He Meihu Chinese National Third Prize “Infiltration of Moral Education in Chinese Teachers”
15 Thesis Su Yunping Chinese National Third Prize “Creation and Application of Chinese Teaching Situation”
16 Papers Zhao Liqin Chinese National Third Prize “Strengthening Speaking Practice and Improving Speaking Ability”
17 Thesis Wang Yuanli Mathematics National Second Prize "On the Control of Mathematical Classroom Teaching Thinking"
18 Thesis Qian Zhizhong Mathematics National Second Prize The application of the method of combining numbers and shapes in middle school mathematics---"solving mathematics problems with shape aids"
19 Thesis Zeng Jun Mathematics National Third Prize "Discussion on the Cultivation of Middle School Students' Mathematical Application Awareness"
20 Thesis Luo Haiyou Mathematics National Third Prize “On how to develop and train students' non-intellectual factors in middle school mathematics teaching”
21 Thesis Luo Yikang Chinese National Second Prize “Chinese Teaching Reform Calls for Correct Evaluation System”
22 Papers Chen Xia Chinese National Third Prize “Preparing lessons and teaching plans to keep up with the times”
23 Quality Course Liang Shiming Mathematics National Third Prize
24 Quality Course Xie Qing Mathematics National Third Prize
25 Papers published Li Yuanzhong Language Country "New Curriculum Learning Method Transformation"
26 Gardener Award Fan Shaoqiang Chemistry Provincial Level
27 Thesis Zhang Xinbin Chemistry Provincial Third Prize “Cultivating Students' Scientific Literacy in Chemistry Experiment Teaching”
28 Thesis Xu Wenwu Chemistry Provincial Third Prize “Talking about cultivating students' experimental exploration and innovation ability in chemistry experiment”
29 Gardener Award Fan Shaoqiang Chemistry Provincial National Chemistry Competition
30 Counseling Zhang Haiqi Mathematics Provincial Excellent Tutor
31 Tutoring Luo Haiyou Mathematics Provincial Excellent Tutor
32 Thesis Fang Jianwan Sports Provincial Third Prize “Innovation and Cultivation of the Law of the Law”
33 Thesis Yan Youqing Sports Provincial Second Prize “On the application of the teaching method in the middle school sports and health class”
34 Papers Cai Yu Sports Provincial Third Prize “Cultivation of Students' Interests in the New Curriculum Standards”
35 Thesis Li Liming Sports Provincial Third Prize "How to make students' left and right brains not"
36 Counselor Tan Jiangping Physics Provincial 19th National Middle School Student Physics Competition <Hainan Division>
37 Gardener Award Li Yijian Physics Provincial level
38 Guiding Awards Wu Jun Physics Provincial High School Physics Competition in Hainan Province
39 Gardener Award Chen Junyue Physics Provincial Level National Physics Application Knowledge Competition
40 Tutoring Cai Yulan English Provincial Excellent Tutor
41 Thesis Meng Xiangyun English Provincial Second Prize “My View on Student-centered English Classroom Teaching Mode”
42 Thesis Qiu Xiaoqing Chinese Provincial First Prize "The Footprint on the Moon" Teaching Record
43 Thesis 阮立武 Chinese Provincial First Prize “Innovation, the Only Way for Chinese Teaching”
44 Thesis Gui Dongxiu Chinese Provincial Second Prize “Playing the guiding role of the classroom and stimulating students' interest in learning Chinese”
45 Thesis Gui Dongxiu Chinese Provincial Second Prize “On Emotional Education in Chinese Teaching”
46 Thesis Rune Chao Language Provincial Second Prize “To give students a self-constructed, self-generated student opportunity”
47 Thesis Qiu Xiaoqing Chinese Provincial Second Prize “Let every student have the opportunity to “speak””
48 Thesis Huang Siyan Chinese Provincial Third Prize “Change Teaching Concept and Cultivate Innovation Ability”
49 Thesis Zhong Feng Chinese Provincial Third Prize “How to make the Chinese classroom energetic”
50 Thesis Li Yuanzhong Chinese Provincial Third Prize “Transformation Learning for Entertainment Learning”
51 Thesis Huang Hui Chinese Provincial Third Prize “How to Inspire Students' Writing Interests”
52 Thesis Liu Haiming Chinese Provincial Third Prize “Chinese Teaching Should Pay Attention to the Cultivation of Students' Questioning Ability”
53 Thesis Luo Wensheng Chinese Provincial Third Prize “2007 Hainan Joint Test Simulation Question”
54 Cases Xie Ping Computer District First Prize <Study in Happiness - "Word Processing and Typesetting" >
55 Quality Course Huang Xiaoqin Chemistry District First Prize
56 Papers Fu Lihua Biological Reclamation Area Third Prize "Gas exchange in the lungs"
57 Thesis Lei Haihui Biological Reclamation Area Third Prize “Ecological Relationship”
58 Papers published Yu Hequn Bio-districts "How to improve students' interest in learning biology"
59 Quality Course Liang Shiming Mathematics District First Prize
60 Quality Course Xie Qing Mathematics District First Prize
61 Case Xie Hongjuan Mathematics First Prize “Mathematical Case of “Problem Situation——Building Model”)
62 Thesis Lin Qingcai The second prize of the mathematics area "The attempt to improve students' ability to observe - the triangle" teaching and reflection
63 Thesis Zeng Jun Mathematics District Third Prize “A little recess on the implementation of the new curriculum standards for mathematics
64 Thesis Yao Zhihua Mathematics Third Prize, "Talking about how to let students take the initiative to speak"
65 Thesis Zhang Haiqi Mathematics District Third Prize “Algebraic Value Teaching Case”
66 Thesis Qiu Jianqiang The third prize of the mathematics area ""Awareness Triangle" Teaching Case"
67 Thesis Zeng Jun Mathematics First District Awards “On the Cultivation of New Thinking Ability in the Teaching of Linear Equations”
68 Thesis Xie Qing Mathematics First Prize, "On the Status and Function of Mathematical Metacognition"
69 Thesis Huang Hongjun The second prize of the mathematics area "How to play the teaching effect of the examples in the textbook"
70 Thesis Zhang Chun Mathematics Second Prize, "The corresponding change of teachers under the new curriculum"
71 Thesis Zeng Haisheng The second prize of the mathematics area "Transformation of ideas and methods to better improve students' ability"
72 Thesis Zhang Wenhui Mathematics Third District Awards "Talking about the "Functional Concept" Teaching"
73 Thesis Liang Bing Mathematics District Third Prize “The new curriculum reform makes students more tired? 》
74 Thesis Peng Caili The third prize of the mathematics area "Solution of Mathematical Multiple Choice Questions"
75 Papers Cai Yu Sports District Third Prize "Learning Hurdle Run"
76 Papers Yan District Youth Sports District Third Prize "martial arts "wushuquan" teaching case"
77 Thesis Yan Youqing Sports District First Prize "On the application of the teaching method in the middle school sports and health class"
78 Thesis Cai Yu Sports District Second Prize “Cultivation of Students' Interests in the New Curriculum Standards”
79 Thesis Li Liming Sports District Second Prize "How to make students' left and right brains not "hunger"
80 Thesis Liu Xiaoling The second prize of the sports district "Some Talks on Several Changes of Physical Education Teachers in the New Curriculum Reform"
81 Thesis Fang Jianwan Sports District Third Prize “Working hard to shape the comprehensive image of physical education teachers”
82 Papers published Feng Zhishen Sports District “Talking about the rhythm of a physical education class”
83 Papers published Li Xiuhua Music District "D Dialectical Thinking on the Transformation of the Students"
84 Thesis Cai Yulan English First Prize “Investigation on Innovative Education in English Teaching”
85 Thesis Xie Yanhong English First District Awards "On the Cultivation of English Learning Interests"
86 Thesis Meng Xiangyun English First District Awards "My Student-centered English Classroom Teaching Mode"
87 Thesis Zhou Shuhong English 二 District Second Prize “A class of English with rich “personality” and full of “elasticity”
88 Thesis Xiao Yanxia The second prize of English 垦 District “Thinking and Exploring in English Curriculum Reform”
89 Thesis Xiao Yanxia English 二 District Second Prize 〈Intensive Course Reform Textbook Level Advocating Student Self-Learning>
90 papers Chen Xiaotong English 三 District Third Prize "Talk about Task-based English Teaching"
91 Thesis Zhou Shuhong English 三 District Third Prize “Lesson76 “Diet”
92 Thesis Huang Hui Chinese Language Zone Second Prize "Surprise and Confusion"
93 Thesis Rune Chao Chinese Language Zone Second Prize "What needs to be changed in the composition curriculum reform"
94 Thesis Zhong Feng Chinese Language Zone Second Prize "Some Experiences on Curriculum Reform"
95 Thesis Yu Meiying Chinese Language District Third Prize “The Teaching Record of “Wisteria Dose Waterfall”
96 Papers Chen Qiaoyan Chinese Third District Awards "My Thoughts and Practices on Curriculum Reform"
97 Papers published Li Yuanzhong Languages District "focus on thinking training, develop students' good reading habits"
98 Papers published Lin Mingqian Chinese 垦 《 "Zhazha do a good job in moral education, comprehensively improve students' temperament"
99 Papers published Li Meifang Chinese 垦 District "Xiao Ji" Xiangshuishan Waterfall"
100 Thesis Lin Fangyu Political District Third Prize “Import is not a challenge”
101 Advanced Individual Qian Zhizhong Mathematics City Level Cangzhou City Joint Test Preparation Advanced Individual
102 Advanced Individual Wu Jun Physics City Level Cangzhou City Joint Test Preparation for Advanced Individuals
3 Teachers and students win together, is the pursuit of our highest ideals. In the school-based research seminar, our school not only makes the teachers grow rapidly, but also makes the students develop in a comprehensive way, and the students have achieved brilliant results. There were 51 national awards, 66 provincial awards, and 41 farmer-level awards.
2. There is a problem:
1 The content of the training still has a certain gap in the combination of theory and practice.
2 The training target is not targeted.
3 Individual teachers have insufficient understanding of the meaning of training and pay insufficient attention to training.
3. Future ideas.
1 Continue to strengthen the teacher's awareness of the quality of the school, so that the school-based research and training work is more scientific, institutionalized and standardized;
2 Continue to strengthen the consciousness of teachers' participation in school-based research and training, constantly update teaching concepts, improve teaching behaviors, enhance and develop independent thinking and innovative insights into teaching phenomena and teaching problems, and truly become masters of teaching and teaching.
3 Strengthen the training of young teachers, resulting in a group of young backbone teachers and academic leaders.
4 Deepen the teaching and research work, form a scientific research atmosphere of “Everyone participates in scientific research, each has a subject”, and strive to form a teaching and research system integrating “learning groups and individuals”.
Hainan Provincial Farming Bay No. 1 Middle School
2005 12
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