Summary of the research work of the national small school in the 2012-2013 school year

This semester focuses on the research of “Classroom Presupposition and Generation Effectiveness” and plays a leading role in research, aiming at serving teachers' professional development and building a learning team. At the same time, school-based training is the entry point to improve the overall quality of the teaching staff. This semester has mainly done the following work:

First, training has changed the awareness of scientific research

Through relevant training, the teachers who participated in the research of the subject learned the relationship between scientific research and teaching and research, and let the scientific research go deep into teaching and research, and truly serve the teaching and research. In the teaching and research, the concept and research methods and methods of scientific research are embodied, problems are solved in time, and the effectiveness of classroom teaching is effectively solved.

Through training, teachers no longer complete the accumulation of materials as work tasks, but naturally carry out research reflections, teaching cases, teaching essays and other related materials in the process of research, and communicate with teachers in the group at any time. Exchanges make the development of the project more effective.

Second, learning has improved the ability of scientific research:

1. Strengthen the construction of the learning team. At the beginning of the semester, the teacher training will continue to be organized in the form of a study group. Focus on the topic of "Classroom Presupposition and Build Effectiveness Exploration" to carry out various theoretical and business topics, and exchange experiences in the form of learning teams.

2. Taking school-based learning as a starting point, improving teachers' educational and scientific research capabilities, and re-learning and effective teaching of new curriculum standards. At the same time, combined with the characteristics of students and feedback from parents' schools, the school-based curriculum is adjusted and arranged to make classroom teaching more abundant.

3, the backbone of scientific research teachers have played a corresponding advantage, played a leading role in the research of the subject, in the group to promote the teachers involved in the research of the study together to solve the actual problems. In response to the practical problems in the development of teachers' scientific research, targeted exchanges were carried out, and the summary was carried out in a timely manner, which greatly improved the research ability of teachers.

4. In the collective lesson preparation, continue to adhere to the practice of learning and preparing lessons again. Members of the group take turns to organize the learning content and communicate with the whole group of teachers on experience, results or information.

Third, the results received by scientific research work

1. The school established the “Academy” to independently form an atmosphere of study and discussion, carry out various research work around the subject, and conduct regular exchanges and reports.

2. Completed the training and display of the basic skills of teachers' teaching - the design of blackboard and board painting

3. A total of dozens of research papers and scientific research results were submitted.

4. Formed a reflection set of teacher teaching cases.

5. The “Oasis Cup” classroom teaching competition was launched.

6. Conducted two sections of research projects.

7. A representative wall poster will be exhibited in each school year.

8. Conduct special skills tests for each academic year.

There are still some imperfect places in this semester, the construction of research blogs, the improvement of teachers' scientific research files, the accumulation of materials for teacher training, etc. In the next semester, we must improve these aspects, and at the same time do a good job of summarizing the topics.