Phased summary of the research

Phased summary of the research

In order to further deepen the education reform, comprehensively promote quality education, and cultivate students' independent learning, cooperation and exchange, and active inquiry ability, our school began the research project of "Modern Literature Guided Reading and Writing" in September 2007. Under the guidance of Mr. Ouyang Zhengping, with the joint efforts of all the experimental teachers, through the six months of research and experiments, some preliminary achievements have been made. It is summarized as follows:

First, strengthen management, strong support

After the research project of the self-school declaration "introduction to modern literature, reading and writing" was first established, the experimental research group led by Ouyang Zhengping was established in the school, including Su Haiying, Xing Yusu, Tang Yulin, Huang Jianfeng, Li Bing, Yang Ruowen, Eight experimental teachers, such as Zou Yueying, formed an experimental group. At the same time, in order to ensure that the research of the subject can be carried out smoothly under the scientific and orderly working conditions, we have formulated the management rules for the research of the subject. The experimental project leading group is required to achieve "three musts": it is necessary to attend classes at any time to understand the state of the experiment; it is necessary to strengthen learning and use scientific theory to guide practice; it is necessary to participate in the monthly study group activities on time to understand the dynamics of the research in a timely manner. . The research team shall conduct a preliminary evaluation and a general evaluation at the end of the period and at the end of the period, and communicate in a timely manner. The experimental teachers are required to strengthen their own theoretical study, make experimental records, and report the previous section of the experiment in each semester, write an experimental paper or experimental experience, and reflect on teaching, so as to learn and summarize while practicing. The establishment of these rules and regulations has made the research of our school subject to strict management, and has also condensed the members of the project group into a unity and cooperation.

Second, strengthen theoretical study and improve the level of scientific research

Strengthening theoretical study is a powerful guarantee for our successful implementation of this topic. We have made clear in the study of the research group:

1. When students have been able to self-study their own textbooks and think for themselves, they must first let them read and think. This should be a rule, not a way to adopt or not.

Learning after teaching: the law of teaching

Of course, at this time, only students themselves can not solve all problems by self-study and thinking. Therefore, we must teach the problems raised and existing in the students' independent study. This is the pertinence of teaching. Untargeted teaching is generalized teaching; generalized teaching can not attract students' attention and interest, and achieve good teaching results.

Targeted: the magic weapon of teaching

2. When students do not have independent reading materials and thinking questions, teachers should focus on teaching to learn to read and learn to think. This is also a rule of teaching, not one that can or cannot be used. the way. Of course, teachers can't teach the so-called methods separately from the nature of the subject, the characteristics of the textbooks, and the level of students' understanding. Instead, they should be organically infiltrated and integrated into the teaching of knowledge, and guide and educate students to maintain their interest in learning methods. Develop a sense of "method".

Life: the root of teaching

3. All teaching must start from the actual situation of the students. Ausubel said well: "The most important factor affecting students' learning is what students already know." This is also a rule of teaching, not a way. Of course, the student's reality includes not only the knowledge already acquired, but also the learning experience, background knowledge and learning methods. Let students think positively, express themselves arbitrarily, and dare to be unconventional.

Third, actively explore the best programs in the teaching process, highlighting the effective ways of independent exploration and cooperative learning

In this semester, each of our teachers is a practitioner of classroom teaching. In order to ensure the implementation of the new curriculum standards, we regard classroom teaching as a learning environment that is conducive to students' active exploration, so that students acquire knowledge and skills while being emotional and attentive. Values ​​and other aspects can be fully developed. The basic guiding ideology of teaching reform is to regard teaching as a process of interaction and common development between teachers and students and between students. We organized the same group to conduct a class of activities, under the leadership of the teaching and research team leader, closely followed the new curriculum standards and our school's "guidance - autonomy - cooperation - inquiry" topic research teaching mode, in a limited time to eat through the textbooks The division of labor writes the lesson plans, and the group discussion is fixed. Each person speaks the class, lectures, and self-evaluation according to the situation of the students in the class, actively uses various teaching resources, creatively uses the teaching materials, publicly speaks, repeats the evaluation, and studies, speaks, listens, In the evaluation, we have refined and perfected the wonderful case.

In the teaching of Chinese subjects, teachers focus on the interrelationship of knowledge inside and outside the class, strengthen the combination of reading inside and outside the class, and do a good job of preparation.

1. Teachers have boldly tried to combine the “integrated platform” of the school with the “classroom platform” to provide a development space and a three-dimensional platform for “guidance-autonomous” learning.

The school's overall platform: the school holds a variety of activities, such as "School Campus", "Ancient Poetry Competition" and "Little Reading King" activities, to provide students with a good reading atmosphere. Let students have a strong interest in reading. Thereby laying a solid foundation for "guidance - autonomy" learning.

Reading platform for the classroom:

Check the information before class. When arranging the preparatory work, the student is purposefully consulted about the author's profile, and the author's related works, or content related to the text;

b Import additional reading. Teachers can use story introduction, for which the teacher should carefully prepare for the class, or let the students talk about the stories collected during the preview, or introduce the famous sentence, or introduce the background and related materials.

Expand reading in class c. In order to allow students to bypass the analogy, in order to allow students to read extracurricular readings in a timely and appropriate manner in teaching, to improve students' reading ability, students can further understand the content of the text.

d. Appropriate extension after class. The teacher uses a text to teach the time, and promptly recommend readings related to the content of the text, or readings with the same subject, or writing similar readings.

2. Strengthen the preparation and let students develop good reading habits.

The preparation is the root of the class, the source of the discussion, and the key to the generation. Mr. Ye Shengtao said: The pre-study was originally passed, but to receive practical results, the method must be practical and the examination must be serious. In order to implement this "must be practical" method, in the course of the experiment, our school has summarized the following experiences through teaching and research: one stroke, two links, three hooks, four doubts, five investigations, and six thoughts.

A plan, a new word for birth, with the help of learning tools, from student words.

Second pass, read the text correctly, fluently and emotionally.

Three hooks, tick out the words that you think are used well and are used well.

Four doubts, that is, doubts, there is doubt in learning, and there are doubts to communicate, in order to make the classroom generate, in order to be independent.

Five investigations, access to information, doubts, and expand the knowledge to lay a solid foundation for classroom communication.

Six thoughts, think about it, your experience and harvest

In this pre-study stage, our school also produced different pre-study cards according to different years. Each teacher also made appropriate changes or supplements according to the students in this class.

Fourth, create a strong independent guidance and cooperation to explore the learning atmosphere

Students are the main body of learning, and independent research is the objective need of students from the heart. Children's good questions are the most powerful evidence in this regard. In the process of experimental research, only by creating a strong self-learning atmosphere, arousing the subjective consciousness of students and arousing the need of learning, students can truly mobilize their own learning potential and conduct inquiry learning. Only in this way can our research be realized. Substantial progress. In the specific implementation, it is implemented through positive guidance and setting example. We ask teachers to do:

1. Respect, love, trust each student, let each student feel that they are valued and paid attention to; fully promote teaching democracy, treat students with equal and awkward attitude, especially for students with learning difficulties, should be more Care. Respecting students, caring for students, and trusting students will enable students to revitalize their lives and discover the potential of innovation.

2. The teacher gives the students sufficient time and space for independent study.

3. In the classroom teaching, the teacher regards the student as the master of learning, and guides all the students to participate in the whole process of learning, so that all the students can solve the problem and let the students solve it. All the teachers who can find the teacher independently do not imply, give more Students can take a chance to pick a fruit when they jump.

4. The teacher gives full play to the leading role, that is, how to guide the students as the master of learning, how to be the master of learning. Guide students to find the needs of learning, stimulate the driving force of learning, and make students clear the purpose of learning; guide students to determine their learning goals, let students know the content of learning and the depth of learning; guide students to develop learning plans, let students clear learning Steps; guide students to explore the learning methods that are suitable for them, enable students to master the rules of learning; guide students to self-evaluation, so that students can understand the results of learning in a timely manner; guide students to summarize the past, so that students learn to constantly adjust themselves and surpass themselves.

V. Results of the research

In the experiment, we have achieved certain results in cultivating students' autonomy, cooperation and inquiry ability.

1. Formed a preliminary experience, cultivated a number of quality courses, and trained and trained a group of school groups and teachers with the ability to guide and study independently.

2. The students' self-learning ability was initially cultivated, the teaching quality was continuously improved, the students' self-learning consciousness and innovation ability were improved, the teacher-student interaction and the students' interaction were obvious, the students' mentality was open, the subject was highlighted, and the personality was obvious. The sense of innovation is aroused; the teaching process of teachers becomes the process of their own life activities, professional growth and natural realization.

Sixth, existence and urgent need to solve problems

Although we have made some achievements in the experiment in the past six months, because the experiment time is not long, we still have many problems to solve in the future experiments:

1. If some teachers' educational thoughts and educational concepts have not been changed, they only pay attention to teaching methods, do not teach the law, and lack the methods to cultivate students' independent innovation ability. There are still bad practices such as “full house irrigation” and “cramming”. As a result, students' schoolwork burden is too heavy, and psychological pressure is too large, which seriously hinders the cultivation of students' independent innovation ability.

2, the heavy teaching tasks and pressures, so that teachers spend a lot of time in carefully considering the subject research work. The more important reason is that there are still phenomena in which the mind is not well understood and the ideas are not updated well. Some teachers are too lazy to think, are unwilling to write, and even say that they have not tasted the sweetness from the scientific research work, so the enthusiasm is not high.

Seven, the direction of efforts

In the research of the subject, we have done a lot of work. Although we have achieved certain results, there are still many shortcomings in the course of the experiment. Therefore, we propose the following efforts:

1. Continue to strengthen the construction of the teaching staff and improve the level of teaching reform.

In order to meet the needs of educational reform, we will continue to strengthen the cultivation of scientific research capabilities, build a high-quality teaching team to improve the level of teaching reform, and make the subject experiment go smoothly.

Strict requirements, brave pressure on the burden.

Strictly demanding young teachers, bravely burdening them and adding weights to them, demanding that young teachers turn their pressure into motivation, work hard to study business, and practice basic skills and improve their own quality.

Strengthen training and promote groups.

Encourage teachers to study hard, actively participate in various trainings, constantly improve themselves, and create more favorable conditions for teachers to go out to class, study, visit, discuss, broaden their horizons, learn advanced, reform teaching, and invite more educators to come to the school. Listening to classes, teaching and research, all teachers can benefit, and the subject experiment can be carried out more favorablely.

2. Explore the problems in the experiment and adjust the experimental plan in time.

Along with the in-depth development of the experiment, there will be some unforeseen problems in the experiment. We will discover and discuss the problems in the experiment in time, adjust the experimental plan in time, and make the subject experiment work in a down-to-earth manner.

We firmly believe that as long as we strive to use new educational concepts to guide educational practice and actively promote learning methods of guidance, autonomy, cooperation, and inquiry, so that students can truly become masters of learning, students will enjoy a strong sense of self-exploration. Fun, with unlimited creation, the potential will be released, and our experimental goals will be more fully reflected.

Phased summary of the research

During the semester, I conducted experiments in accordance with the research projects and personal plans, and reviewed the road of research. The feeling is both substantial and effective. My biggest experience is that “the problems are found in the research, and the research is carried out in the problems. I feel that I am growing slowly"; I will report on this stage of work as follows:

1. Cooperate with the leaders of the central group to complete the relevant content of “research on teaching materials”.

Because the textbook is the foundation of the subject research, in order to accurately grasp the teaching materials, reasonably set the teaching objectives, and improve the classroom teaching effect, we must first understand the spirit of the new curriculum standard, and then study the teaching materials. In this semester, I mainly completed the comparison and interpretation of the contents of the new and old textbooks of the third-grade book "Three-digit Multi-digit Two-digit"; mainly comparing the similarities and differences between the old and new textbooks; analyzing the reasons for the changes of the new and old textbooks, The changes in classroom teaching were set up, and reflections were made according to the study of teaching materials.

2. In a timely manner, carefully collect and organize the data.

The subject research class is the best way for teachers to take professional growth. In order to improve my research level, theoretical level, and promote my professional growth, this semester, I can actively participate in the class, lectures and evaluation activities of the research group. In this semester, I will go to the seminar once, and I will upload the teaching design and courseware of the seminar to my blog in advance, and modify my teaching design according to the opinions of the teachers of the research group. After class, I can listen to the opinions of other members and improve my teaching methods. For the seminars of other members of the research group, I can also listen carefully, meticulously remember, sincere evaluation, writing lecture experience and case analysis. Through class evaluation and class, I feel that I have gained a lot and learned a lot of new teaching ideas.

3, adhere to the "handwriting my heart", with a personal blog as the main position of writing.

The research of the subject is inseparable from writing, so after the teachers gave the class every Tuesday afternoon, I wrote down my true feelings; I did more observations and reflections in my usual work, captured the details of the work, and discussed my own Write down the feelings in time, send them in the blog, and do a good job of accumulating work. Whether it is success or failure, accumulating these experiences is also an accumulation of my usual teaching experience.

4. Thinking about the research of the subject

I still need to improve my research level, but also study the theoretical knowledge carefully, constantly charging myself and improving the research level.

I have not been able to track the investigation and feedback in the research of the subject. Many of them have stayed in the discussion and have not really applied the research results to their own classroom teaching.

I don’t have enough awareness about the collection and accumulation of materials, so many work myself did, but did not leave the first-hand information, especially the use of classroom resources: such as: I am on the whole ten-digit multi-digit In the teaching of oral calculations, it was found that more than 10 students mistakenly counted 0 by 4 as 4. In the face of this mistake, I just corrected the whole class collectively, did not ask the children to interact with each other: For example: What is the meaning of 0 by 4? Health 1: It means that 4 0s are added. Then ask: Please write out the four 0-added formulas and count how much. Write the formula of 0+0+0+0=0. Then ask the students who have made mistakes: the equation you added is 0, then why do you get 4 by 4 and 4? In this way, the children know the reason that 0 is multiplied by any number to get 0; I will try my best in the future.

In short, a short semester is about to pass, and the research work of this semester has ended. In the future research, I will study and study more deeply, and strive to make greater progress.

Phased summary of the research

In this semester, I have established the "How to Cultivate Students' Questioning Ability" as a subject of my teaching and research according to the characteristics of students' poor ability to ask questions. The specific research process is as follows:

First, research methods:

Action research method: teaching in the teaching practice with the experience of the predecessors, while learning and summing up the experience, taking the essence and discarding the dross.

Case study method: use the specific scenarios that appear in the actual teaching activities to guide students to ask questions.

Second, the research steps: - Research on the subject: a phased summary of the research

1. At the beginning of the school, through the short teaching practice, the reasons for the poor ability of students to ask questions were found out. According to the actual situation of the students, relevant materials and books were collected to find a solution.

2. Since October, I have initially implemented the practice in the classroom according to the research goals and steps I have determined, and I have achieved initial results. At this stage, the problem situation is mainly created by the resources of the distance education, which stimulates the students' interest in questioning and makes them happy to ask questions. In the process, I found that they did not master the methods and techniques for asking questions. Therefore, the class showed a kind of “three fears of the mind”. I was afraid that the questions in the classroom would affect the teacher's teaching program and the teachers' criticism and accusation. The questions raised are not a problem and become the jokes of the students; the third is afraid that the questions raised are worthless and make people look down on themselves. Therefore, I try my best to help students eliminate the “three fears” psychological barriers, encourage students to question boldly, and ask questions with confidence. Then let the students talk more and ask questions by letting them say more and do more. Based on the students' existing questions, I will teach the students some better questions and make them good at asking questions.

3. Through nearly three months of teaching and research practice activities, students' ability to ask questions has improved, but there are still many problems. So I will find some students to talk about each other and ask the experienced teachers for the problems that arise in the research. A lot of adjustments have been made in the teaching process, and by the end of the semester, my teaching and research tasks have made great progress. -Project research: Phased summary of the research project

In the future teaching process, I will continue to study this topic and strive to make new breakthroughs, so that students can ask middle school and ask in school.