The second stage training program for the backbone teacher training class

**City backbone teacher training class mathematics

Second stage training program

First, the guiding ideology

According to the overall training spirit of the backbone teachers of the city, follow the growth rules of the key teachers of mathematics and mathematics, infiltrate the educational concept of “teaching and research-oriented” talents, make full use of the resources of the Chinese Education Society, the Municipal Education Institute, and the District Education and Training Center. Teachers who need to teach, study, research, and use, highlight the times, pertinence, effectiveness, and advancement, explore high-quality, efficient, and open training models, with the main content of "learning classroom teaching, pursuing efficient teaching" Culture; guide students to actively dialogue with teaching practice, dialogue with key members, and self-dialogue, effectively promoting the professional development of teachers. From researching teaching materials and teaching methods to comprehensively studying the behavior of students and teachers; from reorganizing activities to focusing on cultivating research status; from focusing on narrow experience to concept renewal and cultural re-engineering, striving to cultivate the needs of 21st century education reform and new curriculum implementation, with modern The teachers of the national quality mathematics and the innovative spirit of the school are to promote the professional development of the national primary school teachers and promote the reform and development of mathematics teaching in the city.

Second, the work objectives

1. Study the lesson to improve the efficiency of classroom teaching.

2. In-depth practice to improve the quality and practical wisdom of teachers.

3. Continuous development to promote effective learning for students.

4. Reorganization of experience to promote the vertical development of school-based teaching and research after the backbone teachers return to school.

Third, the training content

The training content is centered on “new ideas, new courses, new technologies, and teacher cultivation”. Specifically divided into the following three sections: 1, new ideas; 2, theory and skills; 3, classroom practice.

1. New concept

Understand the requirements of teachers in society and the times, carry out teachers' professional ethics and psychological training, improve the professional cultivation of participating teachers, and promote the growth of teachers.

2. Theory and skills.

According to the characteristics of mathematics, we will carry out training on modern educational theory, related subject knowledge, classroom teaching skills, classroom observation technology, modern educational technology, etc., improve the theoretical and cultural qualities of the participating teachers, broaden their horizons, establish modern mathematics teaching concepts, and enhance the theory. The level of thinking and self-development ability.

3. Classroom practice.

Participants went deep into various schools, through in-depth analysis and research of classroom cases, to understand the school's education and teaching routines, follow the instructors to follow the class, and prepare lessons, lectures, and class lessons under the guidance of the instructors. class.

Fourth, research methods

Using classroom observation techniques, action research to improve behavior is the main method. Focusing on "problems", we will turn the problems in the classroom into topics and integrate relevant resources to effectively solve the problems.

V. Research approach

Special study class

Take the "action education" mode to carry out work, and discuss various topics of "** teacher contest". Taking the lesson as a carrier, emphasizing professional guidance and behavior follow-up, and improving the classroom teaching of teachers through joint research by key class participants.

The second phase of the special research course is mainly carried out from the following steps:

1. Select the study case from the preliminary contest handed over by the “** District Teacher Competition”;

2. Divided into 26 training class study groups, equipped with tutors, and randomly drawn lots with the teachers participating in the competition to form a “learning community”;

3. Studying and extracting the case examples around the subject, the subject group conducts collective discussions to form a heterogeneous research program for the same class;

4. “Learning Community” According to the content of the seminar, write a reflection on classroom teaching and upload a blog circle;

5. The team leader will summon the team members to summarize the activities, and designate the recommended team members to conduct a special review on each activity.

Ways of studying classroom problems

Taking the case of "Ministry of Mathematics Teachers in the ** District" as the research carrier, study the events or existing phenomena in these cases, and take the scientific attitude, the scientific method and the principles of education and psychology to carry out serious Investigate, discuss, and analyze, and seek to explore the essential reasons behind the event or phenomenon, thus improving the teacher behavior in the classroom and the organizational management behavior related to the classroom.

1. Multi-form experience reorganization. Advocating team research and forming a “** backbone teacher learning community”, the community consists of three aspects of personnel, one is the 26 finalists participating in the “Teacher's Big Competition” and its subject teaching and research group. The second is the 26 teams of 102 people in the "** City's backbone teachers mathematics class 7 and class 8" who participated in the training in the ** district. The third is the selected ** district mathematics subject leader and backbone teacher as the community's mentor. . After the topic is selected by the "Learning Community", the school will be optimized, and the school-based training will be carried out. The school-based training activities such as teaching design, lectures, class evaluation, and teaching reflection will be centered on the subject. Teamwork for research on backbone teacher training.

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2. Reorganization of experience in the segment area. The 26 teams divided into a total of 102 people in the "7-class and 8 classes of the backbone of the ** city teachers" were assigned to the **Teaching and Training Center to form different teams among the 26 finalists based on the "** Teacher Competition" And combined with the school segment, random grouping to form different "community learning films."

3. Training requirements. The "community" formed by the members of the backbone class and the class teachers will draw lots of the course in the teaching and training center one week in advance, and then collectively grind them in the preparation stage by the "** backbone teachers learning community". The grade principle of the course is the grade of the current teaching. The special circumstances can also be selected by the teacher. However, it is reported to the teaching and research center of the Education and Training Center for the record. The final results of the course are included in the process performance of the backbone teachers.

4. Evaluation methods. Strictly in accordance with the evaluation criteria, the case study provided by the "Learning Community" is based on a combination of expert group evaluation and public evaluation and evaluation, and the signature evaluation is carried out in a fair, fair and open manner according to the actual situation. The school should organize teachers to participate in the evaluation of the class as a public reviewer.

V. Specific arrangements

September 17th: The members of the backbone class in the morning reported to arrange accommodation.

In the afternoon, the backbone class teachers concentrated on training and listened to lectures.

Lecture theme "Teacher Career Planning" or "Classroom Teaching Implementation"

September 18th: In the morning, the “Learning Community” was organized and distributed to the teachers of the school grade group to record the class.

In the afternoon, a case study will be conducted to discuss and discuss school-based training.

School-based training theme "Classification of classroom observation skills and observation scales."

September 21st: In the morning, the “Learning Community” was organized and distributed to the teachers of the grade group teachers in each school to record the class.

In the afternoon, a case study will be conducted to discuss and discuss school-based training.

School-based training theme "Study on the effectiveness of classroom observation of student behavior"

September 22nd: In the morning, I listened to the lectures of the teachers in the "Learning Community" to the finals of the district, and conducted classroom recordings.

In the afternoon, the school will conduct school-based training.

School-based training theme "Strategic observation of difficult teaching points and key breakthroughs in the classroom"

September 23rd: In the morning, the backbone class teacher selected two students to attend the class, the class record. The rest of the backbone class teachers in the lower grades in the middle of the diagnostic class, the instructor to attend classes.

In the afternoon, the "Learning Community" training and evaluation seminars;

School-based training theme "Mathematics Teaching Same Course Heterogeneous Skills" "Study on the Effectiveness of Classroom Observing Teacher Behavior".

September 24th: In the morning, I listened to the second class of the finalists in the district finals, and the “learning community” recorded the class.

In the afternoon, the school will conduct school-based training.

School-based training theme "Teachers' Presupposition, Generation and Monitoring of Classroom Teaching"

September 25th: In the morning, concentrate on the report class and exchange and summarize. Theme "Theoretical Transformation Sharing Exchange"

In the afternoon, focus on the discussion, modify the summary, arrange the assignments, and upload the blog.

Six, work requirements

1. The second phase of the training of the backbone teachers of the city is generally planned by the training department. The small and medium-sized departments organize and implement, and the research room conducts planning and guidance.

2. The subject class teacher is responsible for the implementation of the “Special Study Course” and formulates the work plan; the training class committee is responsible for the “Classroom Study” and formulates the research plan. Schools, teachers, classes, etc., who undertake research tasks, do a good job of assistance and service.

3. The class teacher and the class committee of the training class must first observe the observation points of the study case. The observation point should focus on the fundamental goal of “improving the effectiveness of classroom teaching”.

4. When training key teachers, it is necessary to guide the key teachers to do a good job in the implementation of the various aspects of the classroom research, to ensure the scientific and effective of the entire research process. It is important to emphasize that the two key reflection seminars of the "special research class" should not become a review meeting. The seminars and evaluations here are not simply to judge the good or bad of the class, but to collectively face each other. Problems and confusion, joint targeted reflection and exchange, experienced teachers, to be professional leaders, to actively export their own teaching experience resources, the research process should strive to create a safe, trusting, tolerant environment, change teaching The problem is the starting point for teachers to grow together and share confusion and success.

5. Fully reflect the comprehensiveness of classroom research. The "special research class" should be discussed from multiple perspectives and perspectives, such as classroom design concepts, classroom teaching methods, classroom student evaluation and developmental evaluation methods, etc., so that the "special research course" should become the teaching method of teachers. At the same time, it is also necessary to become a teacher's learning method and experience method, to achieve the integration of research and training, and strive to reflect the comprehensive effect of the research process of the special research class. "Classroom problem research" should pay attention to the combination of human and material resources in all aspects, and make full use of the overall strength to carry out comprehensive and comprehensive research.

6. Pay attention to the results of research and pay attention to the process of research. It is necessary to do a good job in the promotion and promotion of research results. At the same time, special attention should be paid to the relevant records of the research process and the preservation of original text and audiovisual materials. The class teacher of the training class is responsible for filing and archiving the data for each activity.