Summary of Teaching Practice in Normal School Middle School

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—— Summary of the Intern Team of Tianjiabing Experimental Middle School of Qingyuan City in XX Years <br> School of Chemistry and Environment, South China Normal University

Finally arrived at the educational internship . In the past three years, in addition to understanding the fundamental issues of "what is education, how students learn", we continue to learn the subject education knowledge and general pedagogy and psychology knowledge. In addition, we try our best to improve our teacher's skills in a limited time. However, can these educational creeds, ideology and behavioral habits from text reading, personal thinking and micro-grid be applicable in the face of real teaching scenarios? Do we really understand what education is? In the past, it may have been hard work and hard work with the enthusiasm for education. However, in the late summer and early autumn, it is really necessary to plan for the future education career. Unconsciously, our internship team came to Tianjiabing Experimental Middle School in Qingyuan City.

I. Internship school

Our internship team is a unified internship team. The team members are composed of XX chemistry students from the School of Chemistry and Environment. They are seven men and four women. Seven of them have a postgraduate intent, so there is a certain difficulty in the management of the internship team. The internship school originally determined by the internship team was Xinhua Middle School in Huadu District, Guangzhou. Later, after learning that the school had received another internship team, we hurriedly asked the instructor Professor Qian Yangyi. Professor Qian finally contacted Tianyuan Bing Experimental High School in Qingyuan as an internship school. The principal of the school, Chen Zujie, is a 88-year-old faculty member of the Department of Chemistry of the University. He was awarded the honorary title of Guangdong Province's outstanding educators and the training targets of the “100 million projects” in Guangdong Province. Out of the appreciation of the training of South China Normal University and the friendship with Professor Qian, President Chen readily agreed with Professor Qian’s request.

According to the understanding, the school was established in 1996 by Tianyuan Bing Experimental Middle School in Qingyuan City. It was built by Hong Kong businessman Mr. Tian Jiabing for 5 million yuan. It is the first publicly-funded school directly established by Qingyuan in 1988 after the establishment of the city according to the city-level key middle school and provincial level school standards. When the internship team first entered the school to hold a discussion with the teacher, the leader in charge of teaching mentioned that the school enrolled students were excellent, but the high school enrollment students were narrower and the quality of the students enrolled was lower. A small number of students have a weak foundation in moral education and a weak concept of discipline. Most students have a low or medium level of achievement, weak learning ability and poor ability to accept. The first year of the internship team has 10 teaching classes and 564 students, including 269 boys and 295 girls. Among them, Gao Yi (6) and (7) classes are experimental classes. The quality of students is relatively good, but there is still a certain gap compared with the students of Qingyuan No. 1 Middle School and Qingyuan Huaqiao Middle School.

So far, the interns have only had a general impression of the students they will be exposed to, and when they really communicate with them, they find that they face many difficulties as teachers.

Second, the apprenticeship week

According to the educational internship arrangement, the first week is the apprenticeship week, and the task is to take lectures. At the beginning of the internship , President Chen gave us a special lecture to introduce in detail the school's advanced teaching, school philosophy and unique "six links" teaching mode. The so-called "six-link" teaching mode is to form the characteristics of classroom teaching with "problem-driven, first-school learning, and timely training". The general requirements are: to set the doubt as the guide; to use the training as the core; to reveal the law Focus on; focus on refinement; use student participation as a pathway; and aim at overall teaching.

In the past, when the teacher skills training, especially the micro-training, we mostly focused on how to introduce the teaching content, how to explain the important concepts and other details. As for the more topical topics such as the teaching model, there has been no deep understanding. Under the introduction of President Chen, the team members felt that the "six-link" teaching mode had its own special features; in addition, the instructor of the department generally asked the team members to adopt this teaching mode, and everyone would follow the general routine to design their own teaching. process.

For the first time, the team members listened to the lectures of teacher Wei Na and Deng Xiaomei. After listening to the two classes, Teacher Deng arranged a class meeting. The members of the team spoke successively. The topics are classroom atmosphere, communication with students and courseware production. Teacher Deng finally pointed out that the evaluation should focus on a few points: first, what students have learned in the classroom, what problems have been solved, followed by the distinction and handling of the teachers' difficulties and difficulties, and finally the teacher-student exchanges. This evaluation made us feel that the knowledge of subject education we have learned in the past is too superficial and cannot cope with the realistic requirements of school teaching. On the second day, President Chen specially organized a good quality demonstration class for us. The class was delivered by Teacher Deng. The content was refined and the rhythm was so precise that the team members were refreshed. During the class evaluation, President Chen presented many creative teaching suggestions. Since that day, each team member has taken lectures according to the curriculum and made detailed records in order to improve their level in the shortest time.

Third, preparing lessons and classes

One week was fleeting, and under the arrangement of the instructor of the department, we began to prepare lessons. Preparing lessons is not simply about reading the textbooks, but carefully sorting out the content of the textbooks and trying to figure it out in your own language. This process of retelling alone has already tested our ability. In terms of academic year results, the players have a good knowledge base of the subject, but the simple way to describe the simplest chemistry knowledge is quite a headache.

As a pilot of the new curriculum reform, Guangdong has fully rolled out various experimental activities. For the teacher, the biggest doubt should be "how much the teacher should teach." I used to take lectures as a student, and the purpose was to learn knowledge. Now, as a teacher, I am studying for students. The purpose is different, our attention is different. When I first read the textbook, I felt that I had to say a page of books in 45 minutes. Later, I prepared a class and found that there were many problems to explain. It was very good to have a few pages in one class. Perhaps the more you know, the more difficult it is to start. Due to lack of experience, the necessary training was also lacking during the South China Normal University. We did not do enough to handle the teaching materials and grasp the contents of the lectures. For the tips of the instructor of the department, everyone seems to be the best, and try to prepare lessons according to the arrangement of the instructor. The instructor of the department made repeated revisions to our courseware, and the players also asked each other questions. Everyone looked forward to the moment of the real class. College of Agricultural Machinery Internship Notes Drainage Engineering Professional Waterworks Graduation Internship Summary Report Civil Engineering Professional Construction Engineering Direction Production Internship Guide Water Supply and Drainage Internship Decoration Co., Ltd. Graduation Design Internship and Research Report Control Engineering Professional Internship Summary Clinical Medical Production Intern Summary Freshman Summer Vacation Public Security Economic Investigation System Internship Summary Report
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The initial and biggest feeling brought to us is that the students sitting under the podium are no longer the students who are training with us in the micro-classroom, but the real students. They don't answer the questions we ask as quickly and easily as their classmates, but they really think and wait for our answers. They suddenly ask questions when they don't understand, or simply lie on the table reading and sleeping.

Teachers must teach both knowledge and classroom discipline, and communicate with students individually. Some of the team members were particularly nervous at the beginning. Due to lack of experience and lack of ability to respond, the classroom appeared to have problems such as "the focus of lectures is not prominent, the teaching ideas are not smooth, and the cooperation between teachers and students is not tacit." In response to the problems, the instructor of the department asked these players to attend more classes, learn more from experienced teachers, study teaching materials and other teaching materials, and face-to-face pointing out the shortage of courseware and the shortcomings in class. There is a teacher in charge of the department who speaks sharply. The team members who are instructed by him are regarded as the most unfortunate time after class evaluation. However, everyone understands that although the teacher is outspoken, it is all for the sake of himself and the students in the class.

Practice without theory is blind practice, and theory without practice is empty theory. In the past, the teaching skills of introduction skills and questioning skills emphasized in the course of Chemistry Teaching were deeply exercised in this internship . Our understanding of the teaching process is no longer in the air, but to find a feeling of self-color. These feelings come from the dictation of experienced teachers, their meticulous observations of other teachers, and the experience of interacting with students. Although it is some empirical summary, they all lead us to form a unique style: some players use very simple language, some players like to demonstrate experiments and play experimental videos in class... During the two-month internship , we have a total He has undertaken two open classes, namely, Zhang Qingshan's "The Condition of Ion Reaction" and Li Mao's "Reaction of Metals and Nonmetals". There is no doubt that our teaching is rough. However, as long as it takes time, all team members can become experts in teaching and show their talents.

Fourth, between teachers and students

When we saw the lively students of sixteen or seven years old, we all felt that we had to go back to the high school era four years ago. High school students still don't lose their innocence, they are good at thinking about problems, but they still have to develop in morality and emotion. Maybe our age is similar. They regard us as teachers and friends. Many of our problems are willing to communicate with us. Take Zheng Dahao as an example. Two days before he arrived in class, two students hoped that he would make suggestions for the speeches of their candidates for the student union, and he would listen to the opinions of Zheng Dahao. The Su Yuxi team members insisted on correcting the students' weekly notes, and each weekly note carefully read and gave comments. In the final discussion with the teacher, the class teacher of the class of Su Yuxi’s team revealed that she had done a lot of ideological work to coordinate the problems between the cadres, and one hundred newsletters were sent to the students within one night! Li Mao team members go to the class every day to solve the students' problems, and they talk to those who are naughty and easy to move, and advise them to study hard.

Day after day, supervising early reading, inter-class exercises, eye exercises, and evening repairs, serious class teacher work is very tiring. The school is a place of discipline, and the education that students receive is under control and purposeful, with the aim of perfecting morality and forming a good personality. In order to change the direction of the students' thinking to truth, goodness and beauty, the class teacher does not know how much effort he will spend. Even if it is necessary to pay attention to the use of educational methods, it is also necessary to uphold the consistent educational belief: treat each student equally and use it to let students achieve fair development.

The two-month educational internship made the team feel a lot. One day before leaving school, each team member bid farewell to the students in the class. Looking at the gifts given by the students, the players and the students were silent, and the Li Mao players burst into tears. Many of the players have been angry for the students not studying hard and not competing, and they are secretly happy for the progress made by the students. What they did not expect is that students will rush to carry luggage and wave goodbye when they leave. . The Czech writer Milan Kundera's novel "Life can't bear the light" explains that life is a collection of accidents. Due to accidental reasons, the internship team came to Tianjiabing Experimental Middle School in Qingyuan City and eventually met with the students. If fate is already arranged in the dark, is this place the best evidence to verify this accident?

On the way back to Guangzhou, the players received a greeting message from the students. The internship is over and everything is over. We know that students will forget our enthusiasm and forget us later, but for us, life will always engrave this thick stroke.

Five, some thoughts

Facing the real teaching scene, the individual has the following thoughts:

Normal colleges and universities train students to focus on the education of subject knowledge and the education of general education and psychology, but they do not explicitly tell us how to integrate the subject knowledge and educational knowledge. Foreign scholars' ontology knowledge research suggests that teachers will gradually form a unique subject teaching knowledge based on subject knowledge and educational knowledge. Subject teaching knowledge includes understanding of teaching themes, design of teaching sequences, use of various teaching strategies, and presentation of multiple characterizations.