Summary of the work of the language group "classification reform promotion and promotion stage"

The Hu Zongxiang Central School adheres to the school-running philosophy of “to the quality of standard management, to the efficiency of classroom reform”, and to pay close attention to classroom teaching reform. Since the observation of Dulangkou teaching in May XX, the curriculum reform of our school has gone through the “exploration experiment stage” and “the stage of classroom teaching reform”, and this semester has entered the “promotion and improvement stage”. The curriculum reform has been continuously promoted and deepened. The teachers have also had the original doubts and sorrows, and they have adapted and strengthened. The classroom teaching has changed a lot. The summary of the curriculum reform of the language group at this stage is now in progress.

1. The work of the language group around the curriculum reform

1. Analysis of the problems existing in the first two stages of the curriculum reform

In order to do a good job in curriculum reform and make the curriculum reform truly promoted and promoted, our language group teachers have fully discussed and seriously analyzed the problems existing in the two stages before the classroom teaching reform, and the opinions have gradually been consistent: classroom teaching can only be reformed. Way out. The problems in the classroom teaching reform are normal, no reform, and there are many problems in classroom teaching . It is a good thing to have problems. It can promote our thinking, solve problems, and improve our teaching ability. So, be bolder and step faster.

2, earnestly grasp the collective preparation

Doing a good job in class preparation is a prerequisite for the success of the curriculum reform. In the last semester, our collective preparation has a certain degree of formalism. In this semester, we implemented the discipline leader responsibility system, the preparation of the class details, the classroom display isomorphism, and the teaching reflection discussion. In this way, the formalism in the collective lesson preparation has basically been solved, and the quality of collective lesson preparation has been significantly improved.

3, do a good job in open class teaching

Open class teaching is the propeller of classroom teaching reform. The open class teaching of the language group implements a two-line parallelism: the open class teaching sequence arranged in order of grade is a line; the random door listening class is another line. This effectively prevents the occurrence of open class reforms and regular class reductions. In the evaluation class, based on the principle of motivation and improvement, we not only find out the problems existing in the classroom teaching of teachers, but also point out the achievements of teachers in this class to stimulate the initiative of teachers' curriculum reform.

Second, the achievements of the language group in the "stage of teaching reform and promotion"

1. The teacher's business ability is further improved

After this period of curriculum reform, the teachers have been able to control the classroom from the original adaptation of the new classroom, and the teaching ability has been significantly improved. In the new classroom, the teachers spoke very little, but the task of preparing lessons was even heavier, and the study of the textbooks was deeper. In the past, I only told my students what I knew. In the current classroom, there are more uncertain factors, which puts higher demands on teachers' knowledge accumulation, classroom strain, and teaching wisdom. Therefore, learning and research have become the basic atmosphere of the language group. In the open class of the school's external display, the language group teacher is the most important force. Up to now, in the foreign exchanges of the language group teachers, 32 people have undertaken the task of open class teaching . Among them, in the joint teaching and research, the open classes of Liu Xuecheng, Li Baoyi, Zheng Binglin, Xu Chengzhong, Cheng Youkun and Lian Dianjun were highly praised by the participating teachers. Director Ge Weichun of the county teaching and research section listened to Li Baoyi’s public after-school award: “Hu’s language, teaching the Great Wall”.

2, the student's language literacy has been greatly improved

"Let the students move, let the classroom live, let the quality get better" is the original intention of our teaching reform. To test whether a teaching reform is successful or not, it depends on the changes of students. Through this period of teaching , the enthusiasm of students participating in the classroom display has been significantly enhanced, the level of display has been further improved, and the language ability has been effectively exercised. The classroom display creates a strong competitive atmosphere for the students. In order to not lose to others, the students invest more time and energy, and the students' cooperation awareness and cooperation ability are strengthened. The accumulation of students is further rich, the scope of collecting information is wider, the channels are more, the language expression is more accurate, refined and fluent. More importantly, the students are inspired and learned in the display of others.

Third, problems in the reform of Chinese teaching

1. The relationship between the breadth and depth of teaching is not well handled.

In Chinese teaching , there are many students on display and a wide range of presentations. Students receive more information. However, due to the large amount of content displayed, many problems cannot be discussed in depth. The teaching stays at a shallow level, which is not conducive to the cultivation of students' profound thinking. How to correctly grasp the relationship between the breadth and depth of teaching is an urgent problem to be solved in the next phase of the language reform.

2. The ability of teachers to control the classroom needs to be further improved.

In the current classroom, the time the teacher speaks is extremely limited. Teachers can only make full use of this limited time to get the most out of classroom teaching . Point-and-click, precise prompts, reasonable questions, appropriate evaluation, and timely response can really lead, inspire, and motivate students. This is a challenge for Chinese teachers. The language group teachers will calmly think and deal with them seriously, turning challenges into opportunities for themselves, for themselves, for students, for schools, and for our favorite languages.