2015 school-based teaching and research work summary

School-based teaching and research work summary

We need to constantly learn to engage in education to adapt to the new requirements for people and society. This semester, I started from my own teaching practice and constantly developed the habit of self-learning and self-reflection. Looking for a breakthrough in your own teaching, in order to promote your work to a new level in the future, it is summarized as follows:

First, be able to participate in school-based training activities on time, and make a good record, and carefully write the experience, continue to enrich yourself in the study, improve their theoretical literacy. Carry out effective classroom teaching research to improve the quality of classroom teaching, earnestly carry out effective lesson preparation, effective classroom teaching, effective homework design and correction research, and strictly demand yourself. After the weekly listening course, everyone will discuss and analyze together, learn from each other's strengths, and express their own opinions. . This has benefited me a lot. 1. Actively attend lectures, discuss seminars, sum up merits, find deficiencies, and gradually improve; make yourself continue to mature, inject more vitality into the classroom, and achieve greater benefits. 2. Self-reflection and case reflection are an effective way for teachers to improve their teaching level. They reflect on whether they have encountered difficulties in preparing lessons, whether they have adjusted the teaching materials, why they adjust their teaching materials, and whether they have unexpected problems during class. How to deal with it in a timely manner; reflect on what is more satisfactory or what is not enough in this class. After continuous reflection and accumulation, I have mastered a lot of "first-hand materials", realized some truths, enriched and perfected my own classroom, and mobilized the enthusiasm and initiative of students' learning to the maximum extent. Moreover, pay attention to doing a good job in the classroom, and organize it into text materials in time.

Second, participate in a variety of training models, comprehensively improve self-quality, actively participate in online training, look at peers' understanding and thinking about classroom teaching reform, and comment on topics of interest to them, and communicate with friends in time. Grow your own knowledge, open up your own vision, and enable yourself to understand the world outside in a timely manner. 1. Autonomous learning mode. I study teaching theory, self-reflection, find out the deficiencies in one aspect, and then develop self-cultivation plans and implement plans to make up for their own deficiencies and ways to improve their abilities. 2. The content of the training is rich and colorful, strengthen the teacher's morality, train the teaching and educating people, and the teacher's morality is the foundation. Seriously study the regulations of the Chinese Professional Ethics Standards for Teachers and the Professional Ethics of Teachers in the New Period, and the teachers' moral education and the school's various The combination of activities can be law-abiding, dedication, dedication, self-respect, self-discipline, honesty, unity and cooperation, enthusiasm, innovation, and become a model for teaching and educating students, parents, and society. Good teacher. 3. New curriculum concept training. This semester continues to focus on learning, practice, and verification of new curriculum concepts as a key task for teacher training. Strengthen general education and training, reflect on the differences between the old and new textbooks before the class, how to infiltrate the concept of the new curriculum reform, how to implement the three-dimensional goals, how to use the teaching strategies, etc.; in the course, reflect on how to adjust the teaching strategy according to the teaching practice; After class, reflect on what goals have been achieved in this class, what teaching strategies have been used, what are the successes, etc., to help teachers find the advantages and innovations of classroom teaching, to find problems and deficiencies, and to capture hidden behind teaching behaviors. values ​​in education. In short, in the work, there is joy to gain trust and confusion. The road is long, I will go up and down, and offer a life without regret for this most glorious cause.

School-based teaching and research work summary

The new curriculum reform requires teachers to change from a simple "teacher" to a conscious "researcher", an active "practitioner" and a serious "reflector", that is, teachers are required to learn to learn, to reflect and to learn to innovate. With the gradual advancement of the basic education curriculum reform, the contradiction between the professional development of rural school teachers and the lack of professional guidance has become increasingly prominent. The improvement of the professional quality of teachers is far from being able to adapt to the development of the situation, and the teachers are sent out on a large scale. Learning is not realistic. Therefore, it is especially important for schools to explore a school-based training model that is compatible with school development and teacher growth. Looking back over the past year, our school has achieved remarkable results in strengthening school-based training. It is summarized as follows:

I. Overview of basic work achievement

Leaders attach importance to strengthening school-based training management

The leaders attached great importance to the school-based training work, established the school-based training leading group as the head of the principal, strengthened the guidance for the school-based training work, and used the school-based training as an important means to strengthen the construction of the teaching staff. Through school-based training, the professional level of teachers was greatly improved. The school strengthened the management of the school-based training process, and achieved the “four implementations” of training time, content, personnel, and evaluation. The tutors had lectures in the class, the lecturers had notes, and the school had records and information feedback records.

Establish an incentive mechanism to promote the school-based teaching and research process

In order to mobilize the enthusiasm of teachers to participate in teaching research and promote the in-depth and continuous development of school-based training, the school has purchased a large number of CDs and books on new curriculum reforms to change teachers' educational and teaching concepts, open up teachers' horizons and improve teaching standards. In addition, the school has also formulated the "Instructor's Job Assessment and Incentive Measures" and "Classroom Assessment Standards", linking the assessment results with rewards and punishments, teacher evaluation, etc., to promote teachers' continuous improvement, change educational concepts, change teaching behaviors, and improve their theoretical level. This will promote school-based training activities.

Adopt a variety of training models to improve the quality of teachers

1. Apprentice pairing mode. The training schools for new and old teachers have adopted the form of pairing with teachers, expanding the content of teaching and learning, giving this traditional form a new school-based training content, and the teachers are mutual and capable. For example, in order to allow new teachers to enter the role as soon as possible, the group will carry out “teachers and teachers pairing” to help them mature as soon as possible. They are doing this to help the new teachers "learn to walk." Shortly after taking up the post, the new teacher can interpret the teaching materials and design a certain teaching plan, but in the classroom, the phenomenon of full house filling is presented. In response to this phenomenon, the backbone teachers carry out hands-on guidance, interpret the textbooks for each class, analyze the teaching materials, and predict the possible situation of the students, prepare lessons according to the actual situation of the students, and enter the classroom to give them a demonstration class. Then listen to them in another parallel class, summarize the advantages presented in the classroom, analyze the problems in the classroom, and propose improvements. Try to let the new teacher "walk by yourself." Through the guidance of the first-level backbone teachers, the new teachers have a certain understanding of the interpretation of the textbooks, allowing the new teachers to interpret the textbooks, analyze the textbooks, and design their own teaching plans, so that the new teachers themselves have certain thinking, and then the backbone teachers design the lesson plans. Make certain modifications, then enter the classroom to listen to the new teacher's class, and carry out reflection and reconstruction. Let new teachers feel different classes. Each unit of the English subject is composed of different sections. Each section has different functions, and different requirements are imposed on the requirements of teaching. The types of courses presented are different. After the new teachers have a certain amount of independent research materials and the ability to analyze the textbooks, they have put forward higher requirements for the new teachers, understand different types of classes, and concentrate on one class to break through in one stage. After less than a year of teacher-student pairing, the teaching ability of the two new teachers can be said to be a qualitative leap. Teacher Zhang Lili stood out in the film-level small class teaching evaluation, and participated in the county-level small class teaching evaluation; Xu Zhenfei teacher because of teaching A solid and representative new teacher showed a vibrant English class to the English teacher in the county.

2. Case study mode. That is, the way to get enlightenment and seek solutions to problems from typical cases. When using this model for training, the trainer must select representative and typical cases, and then organize teachers to conduct in-depth discussions. This mode has strong pertinence and good results. Through teacher-participatory seminars, teachers are guided to use the concept of curriculum reform, analyze, imitate and draw lessons from the lesson, and comprehend some novel teaching methods, enlighten their own classroom teaching, and achieved good results.

3. Research mode of the subject. With the city-level project of our school, "Study on the Improvement of the Adaptability of Middle-aged and Old-aged Teachers' Education Reform by the School-based Training of Rural National Primary Schools", the series of thematic teaching and research activities was carried out.

The school makes full use of the backbone teachers' resources, and takes the "discipline-themed series of teaching and research activities as the starting point and the daily classroom teaching research" as the carrier, and has established a linkage group of various disciplines, which is led by the heads of various disciplines to undertake the daily research of the subject. The focus of research has shifted to the teaching and research group, so that teaching and research and scientific research can be organically integrated. Through the school-based training of the backbone teachers of the school and other teachers, we will enhance the adaptability of each teacher's education reform.

Each subject group establishes the research theme according to the characteristics of the subject. The research themes we have established are based on the following considerations: First, the problem comes directly from the teacher's classroom, which is representative and urgent to be solved; Improve the adaptability of teacher education reform; Third, in the early practice, the backbone teachers have a certain practical research basis and accumulated a certain experience and practice theme, because the leading strength and ability directly affect the quality of the subject research.

On this basis, the "three-stage four-step" theme series linkage teaching and research activities will be carried out. It is divided into two levels: First, the linkage research between the backbone teachers is the established research theme. If the previous backbone teachers did not have a lot of experience, they should conduct the joint practice research in the classroom of the backbone teachers first. From the in-depth interpretation of relevant theories, to the practice of entering their own classrooms, and then through the interactive discussions between the backbone teachers, gathering group wisdom, solving problems encountered, and gradually forming a consensus on this research theme, forming an accumulative Experience and practice. Second: the backbone of the teacher's first practice of more mature research topics as the subject of linkage research with other teachers. The specific processes and practices are:

The first stage: a demonstration of key teachers. It has undergone cognitive preparation; the backbone shows problems and subsequent development.

The second stage: a spiral discussion stage based on other teacher practice. It has undergone a preliminary attempt of cooperative development and design to re-construct the design practice to reflect, summarize and enhance.

The third stage: summarizing and improving the discussion. It consists of network operation evaluation; stage classroom teaching display; theme activity experience summary; perfect multi-evaluation and other steps.

School-based training content is colorful

1. Strengthen the construction of teachers' morality and lay a solid foundation for teaching

Teaching and educating people, teachers-oriented, lack of a good teacher team, can not talk about good teaching quality. In the school year, the school implemented the spirit of the Ministry of Education's "Opinions on Further Strengthening and Improving the Construction of Teachers' Morality", based on the "China's Small Teachers' Professional Ethics Standards" and the "New Age Teacher Professional Ethics Cultivation" and other regulations. The activity is an opportunity to combine the education of teachers' morality with the activities of the school, strengthen the ideological and moral construction of teachers, strengthen education guidance, focus on internalization, and carry out the construction of teachers' morality in a solid and effective manner to promote the further development of the school. Through vigorously studying and propagating the teacher's moral education theory, the teacher's morality discussion, the propaganda teacher's typical model, and other forms, combined with the study of honor and disgrace, improve teachers' understanding of the construction of teachers' morality in the new era, and constantly endow new connotations and expand new ones. Carrier. Continuously improve the relevant systems for the construction of teachers' morality and establish an effective management mechanism. With this as a radiant point, we are constantly striving to make every teacher able to abide by the law, to be dedicated, to be a teacher, to be self-disciplined, to be self-disciplined, to be honest, to be honest, to be creative, to be innovative, to become a teacher. Model, students, parents, and good teachers who are satisfied with society.

2. New curriculum concept training. The key to the success of the curriculum reform lies in the teachers. Teachers' understanding of the new curriculum concept directly affects the effectiveness of the curriculum reform experiment. To this end, this year, we continue to learn, practice, and verify the new curriculum concept as a key task of teacher training. Focus on the "Standards for Various Subjects" and "Introduction to New Curriculum", strengthen general education, and focus on four aspects: First, clarify the purpose of training: master new ideas, practice new ideas, and optimize educational processes. To lay a solid foundation for comprehensive curriculum reform. The second is to ensure the training time: use the foot, use the business to study time. The third is to form a series of training: focus on the lectures, classes, and assessments to carry out the teaching and research group activities, through the various quality courses, open courses, demonstration classes and observation classes in the school, practice and experience new curriculum concepts in one case. The fourth is to strengthen cooperation and exchange: send teachers to study and observe. After returning to school, they will timely convey advanced ideas and concepts to other members of the teaching and research group, learn from each other, and improve together.

3, teaching and research group collective preparation for training. The regular activities of the teaching and research group are combined with the decentralized activities, focusing on the content of group teaching and research, and encouraging innovation in teaching and research. The teaching and research group will teach and research open classes once a month to carry out teaching reflection and case analysis. Rethinking the differences between the old and new textbooks before the class, how the new curriculum reform concept is infiltrated, how to implement the three-dimensional goals, how to use the teaching strategies, etc.; according to the actual teaching, reflect on how to adjust the teaching strategy; reflect on their own after class What goals have been achieved in this lesson, what teaching strategies have been used, what are the successes, etc., to help teachers find the advantages and innovations of classroom teaching, to find problems and deficiencies, to capture the educational concepts hidden behind teaching behaviors, and to find Improved cut-in. Make the process of teaching reflection become the process of teaching research. Case analysis helps teachers to understand their own lacks, so as to strengthen the learning and exercise of missing aspects and promote the improvement of teaching level. Teachers regularly write teaching reflections or teaching essays and upload them to the “County Training and Training Blog Group”.

4. Education and research training. Under the guidance of the strategic thinking of “scientific research, scientific research and education”, our school insists on guiding the majority of teachers to take the road of scientific research and carry out multi-level educational scientific research. Everyone has a subject, the theory of everyone, and everyone masters scientific research methods. Effectively improve the theoretical level and innovative ability of our school teachers. First, improve institutions and strengthen teaching and research guidance. The director of the teaching department is responsible for the management and planning of the subject; organizing teachers to learn education theory and education and scientific research knowledge; guiding the research activities of the research group and summarizing the results of the project. Second, instruct the teacher to conduct research on the subject. Third, grasping the promotion and application of educational research results, we put the achievements in the "small class education research" into the classroom teaching, so that teachers improve the theoretical literacy and scientific research ability in the benign cycle of scientific research-practice-application. .

5. Modern education information technology training. With the continuous development of modern science and technology, modern educational information technology represented by computer technology is rapidly changing our work and lifestyle, and is profoundly changing the way of education and learning. Our school-based training actively promotes modern education information technology training with the core of computerized application ability, organizes personnel to train teachers in the training of teachers' technical skills and webpage training, and guides teachers to fully apply online resources for education and teaching services. To enable teachers to gradually adapt to this situation and to develop at a high quality and high level.

Second, characteristics and effectiveness

Strengthen the construction and management of teaching and research groups, with particular emphasis on teamwork, teamwork, and full play of each teacher's hobbies and personalities, breaking the previous situation in which teachers prepare for each lesson. Each class is a crystallization of the teaching and research group. Teachers have continuously improved their ability to implement new courses in interaction, complementarity, and cooperation. The established educational concept has smoothly transformed the active education and teaching behavior, and the teachers have continued to mature.

Promote the theme of training to improve the effectiveness of training. Each teaching and research group promotes thematic training to improve the quality of training. For example, the Language Teaching and Research Group has carried out a training activity on the theme of “effective practice of combining literacy”. Using the lesson as a carrier, the mathematics group carried out a seminar on the topic of “solving problems”. These thematic topics have really improved the effectiveness of school-based training. The Comprehensive Practice Activities Group conducted a seminar on the topic of “Effective Guidance for Teachers in Comprehensive Practice Activities”.

The implementation of multi-disciplinary training has promoted the rapid adaptation of middle-aged and older teachers to the new curriculum reform philosophy. Young teachers will be trained in “pairing system” to give full play to the positive role of key teachers in peer support, help and guide young teachers, and adapt them to role and environmental requirements as soon as possible to achieve leapfrog development. In addition to the mentoring and pairing project, the school also guides teachers to form their own “learning partners” to help each other and learn from each other. It has created a strong learning atmosphere of “everyone has a place to learn and everywhere is a place to learn”, and our learning-type teachers are constantly maturing.

Due to the perfect implementation of the school-based training mechanism of our school, the school-based training activities are carried out in a solid manner, and the school-based training forms are rich and flexible, which makes our school gradually form a learning situation in which everyone loves training and training, and the comprehensive quality of teachers has been significantly improved. It promoted the professional development of teachers, and at the same time promoted the improvement of classroom teaching level and the development of students' overall quality. It has greatly promoted all aspects of the school's work. The overall work of the school has also improved to a new level. It has been recognized by the society and parents. Let us once again understand that "the quality of education is the quality of teachers. Choosing schools means choosing teachers and quality education." Success or failure depends on the quality of the teacher."

Third, the problem and thinking

In the process of teacher training, only relying on repeated reinforcement and external temptation or coercion to maintain the “cramming” training activities not only reduces the quality and efficiency of training, but also seriously suppresses the initiative and initiative development of teachers; During the training process, the single “indoctrination” training method that we sometimes adopt “study by the trainer and listened to by the trainees” will inevitably lead to the closure of communication, and will inevitably make the trainees lose interest in learning; we are In the daily training activities, the teachers' existing experience is often neglected. As long as the advanced educational thoughts and concepts are taught to the teachers, the teachers will agree and accept them, and they will be put into practice. In fact, as a learner, a teacher needs a process of experience and acceptance in order to internalize the correct concept before it can bring about changes in educational behavior. How to make school-based training gradually evolving in systematization, standardization, institutionalization, and modernization, and in what form, it is necessary to explore.

In combination with the subject of our school, due to the uneven distribution of young backbone teachers and middle-aged and old teachers in various disciplines, the level of scientific research of members and the degree of enthusiasm for participating in practical research are different, which leads to the current uneven development of various subject groups, and it is necessary to strengthen various disciplines. Linkage research among young backbone teachers, strengthen interactive communication and training, and advocate research and innovation. In the process of concrete practice research, I feel that the theoretical support needed for each specific research topic is weak, and sometimes I feel that I have more than enough energy. I need guidance and help from the teaching and research room experts and my brothers' school peers.

In order to make the school-based training work truly promote the professional development of teachers and promote the development of school education and teaching, we must continue to improve the overall quality of our teachers, focusing on the improvement of teachers' comprehensive quality in modern education. The school-based training content, the creation of a new form of school-based training, the school-based training is truly implemented, and promote the professional development of teachers.

For future school-based training, we will propose the following concept: the pursuit of “teachers as researchers” in the training specifications – make full use of the existing experience of teachers, improve rather than transform teachers and their teaching behavior. We put forward the work requirements of “Working in research, researching at work, researching and promoting work, and putting research results into work”; taking the road of “school-based professional development” in the way of training—schools should be teacher specialization The best place and stage for development is a window of an open learning society; the research strategy adopts “scientific research leads and subject-driven”; the content of the training focuses on the implementation of the conditional knowledge and practical knowledge of the new curriculum. For school-based training, we must also determine the following principles: continuity, that is, lifelong education; targeted, that is, on-demand training; subjectivity, that is, active participation; cooperation, that is, cooperation and communication within and outside the school; consistency, that is, individual teachers The unity of development and school development.

School-based teaching and research work summary

The school-based teaching and research work is an important task for the school to update the teaching concept, improve the teaching and research methods, improve the teaching level of teachers, and comprehensively improve the quality of education and teaching. In the process of new curriculum reform and experimentation, it is especially important to do a good job in school-based teaching and research. To this end, our school adjusted the working methods in a timely manner, and formulated the working ideas of “scientific research, teaching, and scientific research” to build a platform for the growth and development of teachers. The school emphasizes that teaching and research work should emphasize "school-oriented", pay attention to the teaching and research guiding ideology of "self-reflection, peer-to-peer, professional guidance", improve the teaching and research methods of "team mutual assistance, coordinated development", and form "discovery problems - research problems - - The problem-solving work model of "solving problems", formulating the relevant school-based teaching development degree, and improving the teacher incentive mechanism.

Over the past year, with the in-depth development of school-based teaching and research work, the school teachers' practical ability and theoretical research level have made great progress, and the subjective status of students' learning has been greatly improved. In order to focus on the sustainable development of the school, we adhere to the classroom teaching, relying on the development of school-based teaching, solidly promote the curriculum reform experiment, give play to the team spirit of "seeking truth, pragmatism, unity, and forge ahead", forge ahead, and carry out in school-based teaching and research. In-depth exploration and practice have achieved certain experience and results, which are summarized as follows:

First, improve the system, strengthen management, and create a good atmosphere for teaching and research

The establishment of school-based teaching development is the need of the new curriculum reform, and also the institutional guarantee for the experiment and practice of the new curriculum. Perfecting the school-based teaching development degree is conducive to improving teachers' self-learning, self-development, self-innovation consciousness, initiative and enthusiasm, and is conducive to promoting teachers' professional development and comprehensive quality. To this end, our school has perfected the organization, established the principal responsible person as the principal, and assumed the organization and leadership responsibility of the school-based teaching and research; the annual group as the basic research unit; the academic director, the research director, the deputy director of the academic affairs, and the grade leader. For the backbone of the work; all teachers for the participants, actors, researchers of the teaching and research organization system, the development of relevant management rules, strengthen organizational management.

In order to create a good teaching and research atmosphere and ensure the smooth and smooth progress of school-based teaching and research, our school adheres to reform and innovation, breaks through the traditional single teaching research method, and adheres to the "six one" learning and development degree: once a week school-based training; Weekly group teaching and research; monthly teaching month meeting; writing a teaching paper every semester; each class has a qualified teaching seminar each semester; each semester completes a continuing education study notes. In order to mobilize the enthusiasm of teachers to participate in school-based teaching and research, and to give full play to teachers' self-exploration ability, the school also participates in school-based training and continuing education, as well as the promotion of evaluation, evaluation and selection, and establishes corresponding reward and punishment systems to enable each Teachers participate in school-based teaching and research with the attitude of participants, and truly serve education and teaching. To this end, our school has been rated as the school-based teaching and research advanced collective, the school-based textbook development advanced collective, became the civilized unit of the year of Tiaobingshan City. Teachers published nearly 50 teaching papers and related works in various publications at various levels, effectively improving the quality of education and teaching, the quality of teachers and the taste of the school. The school's research culture and campus culture are prominent, and it will gradually form the driving force behind the sustainable development of our school. Our school has begun to enter the fast lane of sustainable high-speed development.

Second, based on the actual, school-based, clear teaching and research content and methods

Our school has 66 teachers and 1015 students. The scale of running a school is relatively large. According to the actual situation of teaching and research and the needs of development, we have established a new teaching and research concept that “school is a teaching and research base, classroom is a teaching and research section, and teachers are researchers”. School-based, constantly discovering problems, studying problems, and solving problems from practice. School-based teaching and research work in schools should pay special attention to the content and methods of teaching and research.

First of all, we must clarify the content of teaching and research. The content of school-based teaching and research in our school is organized as follows: 1 school collective teaching and research; 2 years group teaching and research; 3 years teaching and research; 4 individual teaching and research. From the content method: 1 preparation of teaching and research, teaching and research, listening to teaching and research, evaluation of teaching and research, that is, "school-based classroom teaching and research"; 2 subject research research and research; 3 teachers study teaching and research. In every teaching and research session, we insist on having a responsible person, having goals, content, and effectiveness, so that each teacher has autonomy and initiative in teaching and research activities, forming interactive communication, unity and cooperation, and a strong cultural atmosphere. Harmony teaching and research group.

In the past few years, we have been constantly exploring and researching in teaching and research. Starting from practice, we have carried out research on potential development of potential students, research on problem-centered Chinese teaching, and research on the relationship between lesson preparation and teaching plans. The teacher participation rate is 94%, which plays an important theoretical guiding role in education and teaching.

Second, we must grasp the way of teaching and research. Teaching and research has goals, and content is the key. Teaching and research methods are favorable guarantees for the effectiveness of teaching and research activities. The comprehensiveness, flexibility and applicability of teaching and research methods directly reflect the effectiveness of school-based teaching and research. Our school attaches great importance to the organization of school-based teaching and research, using teacher self-study, second-country small teaching blog forum, special study seminars, subject experiment research, observation class report, exploration class discussion, seminar exchange, curriculum resource development, study and study activities, etc. Organize forms and carry out a variety of teaching and research activities. Self-learning, independent practice, independent feedback, self-inspection, self-evaluation, self-regulation, self-experience, self-improvement, self-improvement, and professional development and improvement of teachers. Through the development of various teaching and research methods, the teachers will form a harmonious team, form a cooperative and exchange style of mutual learning, discussion and negotiation, learn from each other, share experiences, support each other, grow together, diversify the teaching and research, and comprehensively improve Teacher's teaching effect and teaching ability.

Third, reflect on teaching, strengthen awareness, and form a harmonious interactive communication

The purpose of reflection is to constantly update the teaching philosophy, improve teaching behavior, and improve teaching. Reflection can develop teachers' independent thinking and innovative insights into their own teaching phenomena and teaching problems, and truly become the master of teaching and teaching. In teaching and research activities, it is necessary to strengthen teachers' reflective habits, learn to reflect, and often self-analyze and self-correct the teaching behaviors, constantly discover problems from their own education and teaching, understand themselves from problems, and improve themselves. Since the school has carried out school-based teaching and research work, it has always regarded reflective teaching as an important teaching and research content. In teaching and research activities, teachers often organize reflections on how to conduct seminars, establish teachers' reflective awareness, and enhance teaching and research work.

Nowadays, teachers can test their own teaching behavior through the reflective activities of teaching practice, and torture their own teaching ideas, so as to continuously improve their teaching skills. Teachers' reflection on teaching problems has effectively improved teachers' teaching prediction and analysis skills. The teacher's teaching and control ability, adaptability, summarizing ability and evaluation ability have been greatly improved, and the teaching experience has gradually formed a theoreticalization, which plays a powerful guiding role in teaching.

In order to promote interaction and communication, the school stipulates that each teacher should have no less than 15 lessons per semester, and the teaching leadership is no less than 120 sessions. Teachers are required to listen to each other's evaluations. The lecturers should present their own views and communicate with the lecturers, learn from each other and learn from each other. Learning, the purpose of mutual promotion. At the same time, the school's annual group and the annual department conducted extensive research on the action of the curriculum reform experiment, so that the teachers questioned a certain part of the course, a certain problem of the students in the teaching process, and explored a certain detail in the activity. The leaders of the Education Bureau, the teaching leaders of our school, the backbone teachers of our school, and the outstanding teachers of the external schools, etc., make recommendations and plans for the optimization of teaching operations, and solve problems in a timely manner. This measure has effectively solved many problems in teaching, effectively improved the teaching efficiency, and enabled our school to form a harmonious teaching and learning exchange atmosphere.

The "meeting class" system was proposed and implemented by the Academic Affairs Office of our school. In the specific operation, the first step is to determine the content of the lecture. The second step is to prepare the class and class by the teachers of the class teachers in each year. The class teacher in each class will attend the class. The third step is to exchange opinions according to the situation of the class teacher. The sharing of teaching resources has been implemented to ensure the effectiveness of collective lesson preparation, and has formed an active and enthusiastic school-based teaching and research atmosphere, allowing teachers to exchange their thoughts in reflection, learning from each other in exchanges, and improving together. In the first half of 2008, we conducted a “recurring course” in the reincarnation of mathematics; in the second half of 2008, we conducted a “recurring course” in the reincarnation of the Chinese language subject; in the next semester we will plan to complete all the minor courses. "Meeting class." Our school's "meeting class" will continue to reincarnate with a small recurrence of half a year and a big reincarnation of one and a half years.

Fourth, professional guidance, leading teachers to improve the teaching effectiveness of teachers

In the teaching and research, we found that some teachers still have difficulty grasping the new curriculum education concept in teaching. Many teachers seem to have students' self-learning, students' cooperative learning, and students' inquiry learning, but some of them are just some of them. Self-study, cooperative learning, and inquiry learning that stay on the surface, classroom teaching only focuses on the surface, pay attention to the form, compared with the traditional classroom teaching, it is actually "changing the soup without changing the medicine", flashy, most teachers still after the concentrated training It is difficult to apply the theory of training to everyday teaching. We reflect on the reasons for this phenomenon, and feel that the theory is transformed into practice and there is still a lack of "master-led".

Our school has always had several excellent teacher teachers like Sun Lijie and Wang Xiuyan. They worked hard in their own jobs, worked tirelessly, supported the work assigned by the leaders, and played a role in their duties silently. The diligence, high level of professionalism, and honour of these teachers are beyond the reach of many frontline teachers.

These teachers, teaching leaders do not have much guidance for them, the space for their own development has shrunk, and their own advantages have not spread around. In this case, just started in March 2008, our school decided to launch a "mentor" system and began trials. It also makes young teachers adapt to the needs of teaching as soon as possible and can stand out from the crowd. Our school encourages four teaching leaders and Sun Lijie and Wang Xiuyan to work with the other six young teachers to complement each other and improve together. The "mentors" are guided by teaching practices, teaching plans, teaching concepts, and the use of teaching methods. Our "mentors" are enthusiastic professors and selfless dedication. Young teachers are motivated and motivated. With the enthusiastic help of the “mentors”, the young teachers quickly adapted to the teaching and passed the one-year learning and growth process. At the same time, the results of the teaching of the six young teachers have been greatly improved.

"Master teacher leadership, peer dialogue, self-reflection" is the basic principle of school-based teaching and research, among which "masters lead" is crucial. The growth of many of our outstanding teachers is inseparable from the leadership of famous teachers. Each school has some excellent teachers. They are the backbone of the school and the valuable wealth of the school. School leaders must fully realize this and make full use of this excellent resource to serve the development of the school. The growth service of the teaching team should give full play to the leading role of the outstanding teachers in the school, provide them with a broad stage, and lead the whole school teachers to take the road of professional development through certain forms and activities. These excellent teachers are at the side of the school teachers, and they can communicate and discuss with them at any time. Without being restricted by other conditions, the speed of professional development of school teachers will be greatly improved, and the outstanding teachers in the school will grow into Really high level of expert hands.

V. Solidarity and cooperation, pioneering and enterprising, creating a new situation of teaching and research

The spirit of cooperation between teachers is at the core of the work of the teacher team. The school applies the culture of solidarity and cooperation to stimulate the sense of urgency of the teachers, and endorses, supports and assists them, gradually forms the power of reform, and comprehensively improves the teaching ability of teachers. Professional dialogue, communication, coordination and cooperation among teachers and teaching activities such as curriculum implementation are important methods for school-based teaching research. It is conducive to mutual learning and cooperation among teachers; it is conducive to solving the teaching problems of the discipline; it is conducive to the rapid growth and development of teachers. Through cooperation and sharing of experiences, mutual interaction and support, overcoming the independent self-issuance of teachers, bringing new vitality to school-based teaching and research.

"Unity and cooperation, pioneering and enterprising" to gradually become the style of teaching and research work in our school. Relying on the strength of unity and cooperation, we have pioneered the spirit of enterprising, and we have worked diligently in the second small circle and achieved fruitful results. Solid school-based training and school-based teaching and research activities have also made our school a number of awards: in the first "Tieling City Education Year Teacher Position Training" business exam, our school scored the first overall score of the overall mathematics teachers. The first overall score of the overall political and religious leadership examination. The overall "Pujiu" knowledge test collective first. Efficiently completed the preparation of another school-based textbook "Daily One Question" after the "unicycle" school-based textbook. It has become a reference book for students to use the 20-minute student to learn the Olympic number every day. Successfully completed the preparation of the supplementary book published by Yanbian Education Publishing House, the eleventh and twelfth volumes of the mathematics "Children Classroom". Our school has also won the honorary title of “School-based Teaching and Research Advanced Collective” and “School-based Textbook Development Advanced Collective”.

Success and joy belong to the past, and challenges and dawn are still in the future. In the future, our school will take advantage of the school-based teaching and research, and strive hard in the wave of curriculum reform. With an open vision, rational thinking, pioneering spirit, practical attitude, and realistic style, we will strive to put advanced teaching concepts into practice. Among all the activities of the school. Committed to the development of curriculum, school curriculum, institutionalization of curriculum management, standardization of curriculum implementation, hierarchical construction of the four elements of the curriculum content, to look at the problem from a development perspective, to study problems with a scientific attitude, to solve problems in a humanistic spirit, then We believe that in the constant innovation and practice, our school-based teaching and research will definitely open up a broader world, and will surely achieve fruitful results.