In order to give full play to the new round (20 18-2020) of teachers' leading and radiation-driven role in Guangdong middle school master studios, improve the mutual linkage and promotion mechanism of urban and rural education, and enhance the teaching ability of rural school teachers, XX Studio *** 16 was set up on 20/KLOC with the full assistance of Yang Jiming, a researcher at Guangdong Education Research Institute, Leung Chi Wing, a researcher at Shaoguan Education Research Institute and other leaders. The content of this activity is mainly divided into three categories: heterogeneous discussion in the same class in junior high school and senior high school, special discussion and experience exchange, professional study of plant taxonomy, and visit and study of South China tiger breeding and domestication. The following is a brief introduction to the event.
First, the same class in junior high school and senior high school.
This heterogeneous class of the same class was held in Shaoguan Renhua Experimental Middle School (junior high school) and Shaoguan Renhua Middle School (senior high school) respectively. The teaching content and arrangement are as follows:
When Mr. Guo Jianrui designed and absorbed the textbook, he changed it from two class hours designed in the original teaching reference to one class hour. In view of the difficulty of cell water absorption and dehydration, Mr. Guo designed several links to make a breakthrough: the first link is to analyze the conditions through a wall chart, the second link is to consolidate the conditions through the analysis of seedling burning phenomenon, and the third link is to investigate the students' mastery of this knowledge point through tomatoes in syrup. In the design of the problem, Mr. Guo cut to the chase, but step by step. For example, by observing the phenomenon of water shortage, he asked where the water went. How to explain this phenomenon? Teacher Guo used various teaching methods, such as wall charts, experimental observation and group cooperation, which not only deeply attracted students, but also cultivated their constantly improved observation ability, problem analysis ability, reading ability and expression ability.
Teacher Ye Xiuqiu enters the second class by asking students to review what they have absorbed in the first class. The focus of this class is the absorption of inorganic salts and their importance to plant growth. Teacher Ye mainly designs question strings to guide students to think deeply and understand the importance of inorganic salts to plants, and combined with the fact that Renhua County is a big planting county, let students understand the importance of learning this lesson well for their own lives and future work. Teacher Ye's solid language control ability and classroom control ability are worth learning.
Teacher Deng's blackboard writing teaching objectives clearly state the teaching objectives and closely focus on the teaching objectives of this class. Teacher Deng has designed a series of questions for every important knowledge point. The design of the questions is very consistent with the thinking level of local students, which can not only stimulate students' enthusiasm for thinking, but also guide students to analyze the teaching content from different angles and cultivate students' logical thinking ability and expression ability. Teacher Deng's concise language and neat writing on the blackboard show that the basic teaching skills are very solid.
Teacher Liang has achieved the following goals in the review class of Population Change: First, to implement the knowledge in the textbook, to help students sort out the concepts, conditions, characteristics and examples of J curve and S curve, which are the key knowledge of this class, and to break through the difficulties in understanding and applying λ, K value and other related concepts. The second is to connect knowledge. The knowledge points related to this lesson include birth rate, mortality rate, evolution, biological control and other cross-chapter and cross-module knowledge. Teacher Liang helps students integrate by reviewing knowledge or practicing comments. Third, focus on cultivating students' ability and standardization of answering questions, and improve students' problem-solving ability and language expression ability. Through the combination of lectures and practice, improve students' problem-solving ability, pay attention to and feedback students' problems in the process of answering questions in time, and correct and guide them in time; By strengthening students' analysis of curves, the horizontal and vertical coordinates of curves are established to improve students' curve analysis ability; By "driving a train" and other forms to mobilize students' learning enthusiasm, let students be "little teachers" and other forms to let students fully express themselves and improve their language expression ability and logical reasoning ability. The fourth is to apply the method of model construction in learning. Because this lesson involves the knowledge points of model construction, we should embody the method of model construction in the classroom and apply it. By comparing the method of model construction with the steps of experimental inquiry, the mathematical model of two growth curves obtained by experimental inquiry is clarified, and then the change of yeast population is analyzed by the method of model construction. The conceptual diagram built on the blackboard further shows that model construction can be flexibly applied to general learning.
Throughout these lessons, although the contents are different, we can all appreciate the elegance of the lecturer. There are many places worth learning for our students, such as how to highlight teaching objectives, how to break through teaching difficulties, how to make teaching ideas clear, and how to cultivate students' ability.
Second, seminars and exchange of experience.
In addition to the heterogeneity of the same class, we also held a number of special lectures with different contents, and special theoretical lectures are an important form to focus on solving teachers' educational and teaching ideas. In this activity, we carried out the following seminars and experience exchanges:
Yang Jiming's lecture is mainly divided into two parts, one is the direction and approach of teachers' professional development, and the other is the teaching design based on scientific core literacy. Teacher Yang thinks that teaching design should be student-oriented, and we can consider the design from the aspects of students' participation, communication, thinking and emotion. In addition, we should also consider the "view of time and space" and "view of quality and energy" in teaching design, that is, we should give students time to develop scientific thinking, develop space for scientific inquiry, form materials for life concepts, and enhance the energy of social responsibility.
According to the actual situation of Shaoguan junior high school experiment, researcher Leung Chi Wing thinks that teachers should first pay attention to the teaching of biological experiment under the new senior high school entrance examination, because biological experiment is an important part of biology. Secondly, actively make preparations for junior high school biology experiment teaching, make clear the examination content according to the curriculum standard, and check whether the existing experimental equipment in our school is enough to meet the teaching as soon as possible. If it is not enough, report it to the school as soon as possible for the school to buy it, and as a biology teacher, you must master the operation skills of each experiment skillfully. Thirdly, to create conditions and simply carry out biological experiment teaching, we can adopt strategies such as classification integration, spiral advancement, making good use of resources, reducing burdens and increasing efficiency.
Teacher Zheng Shushuo introduced us how to integrate biology teaching resources and information technology in middle schools from the aspects of making micro-lessons, integrating lesson cases, building resource banks and making teaching aid models. Among them, Mr. Zheng said that the teaching AIDS on the market are relatively outdated at present, and it is difficult to find suitable and easy-to-use teaching AIDS. He thought of designing teaching AIDS with 3D printers and tried to make some teaching AIDS, and the effect was good. This is impressive and worth trying and popularizing.
Teacher Liang Jianzhang paid attention to introducing the school-based curriculum development and project guidance of science group, and grew up with * * * *. Among them, the idea of school-based curriculum research and development in science group is to cultivate the innovative spirit and academic accomplishment of teachers and students. First, cultivate students' innovative spirit and broaden their biological horizons through clubs, elective courses and subject competitions. The other is to cultivate students' thinking through a series of school competitions, such as the creative copying contest of key illustrations in the winter vacation textbook of senior one, the knowledge network construction contest of senior two and the biological thinking map contest of senior three.
Teacher Xue Yanfang talked about the cultivation of information acquisition ability from three aspects: what is information acquisition ability, methods to solve information acquisition problems and strategies to cultivate information acquisition ability. Among them, Mr. Xue believes that the method of answering information questions can be gradual: the first step is to judge information questions and remind yourself that information questions are often large and highly differentiated, which deserves your slow down and a good answer; Second, different types of information have different processing methods. If it is text information and the text is complex, you can convert the information into charts or flowcharts. If it is chart information, you can analyze variables. The third step, the new materials should be combined with the test sites of the teaching materials to answer the questions.
Teacher XX led us to Nanxiong Experimental Middle School. One is to visit and study, and the other is to guide the school to build a biological park. Under the leadership of the school leaders, Mr. Wu and the students first visited the campus, measured the area of the proposed biological park, preliminarily analyzed the soil and reserved samples, and then fully communicated with the school leaders on the general process and expected effect of the construction of the biological park.
The teachers in this lecture are all experts in educational research, and they are also front-line teachers in our province. As the backbone of front-line teaching, they not only have a comprehensive and profound understanding of the new teaching theory, but also have the experience of transforming theory into practice, and have a profound understanding and understanding as practitioners and reformers of front-line teaching. Therefore, the content of the lecture is closer to the needs of mountain village teachers, which can further help solve the theoretical problems of mountain village teachers and promote the renewal of their educational concepts, teaching designs and teaching methods.
After the lecture, the members of our studio and local teachers had an in-depth exchange and discussion on the content of the lecture. In the process of communication, both local teachers and members of our room can speak freely and express their feelings. Obviously, local teachers are deeply inspired and gain something from this activity.
Third, the study of plant taxonomy and the study of breeding and domestication of South China tigers.
After the exchange study in school, under the leadership of Professor Ma and Liu Jiaoshou, experts of plant taxonomy in Shaoguan University, we went to the foot of Danxia Mountain (non-scenic spot) in Shaoguan to learn about the distribution characteristics of plants in Danxia Mountain. In the lectures of the two professors, we learned about plants such as Gynostemma pentaphyllum, Lysimachia christinae, and Swinburnum. Once again, it seems that we have returned to the era of knowing plants in college. The two professors also specially took us to visit a Dendrobium planting base in Danxia Mountain. In the base, we saw Dendrobium growing on the stone wall. Through the introduction of the owner of the base, we know the structure, classification and growth characteristics of Dendrobium, which makes our understanding of Dendrobium more comprehensive.
After the activities in Danxia Mountain, we came to the South China Tiger Domestication and Breeding Center in northern Guangdong, which is located in Shaoguan National Forest Park. Led by two experts from the center, we visited the South China Tiger Kindergarten in the center. During the visit, we actively learned about all aspects of the breeding and domestication of the South China Tiger from the two experts, such as whether artificial insemination will be used to help the South China Tiger breed? Will you feed the living? Does artificial breeding consider inbreeding? How to reduce inbreeding? And a series of simple or complex questions were answered satisfactorily under the guidance of experts. We believe that the South China Tiger Domestication and Breeding Center in northern Guangdong is not only a practical scientific research unit, but also a rare popular science base, which is worth popularizing!
The four-day activity of sending teachers to the countryside began in the cold wind and drizzle and ended in the warm sunshine. This activity gave full play to the leading and exemplary role of outstanding teachers in my studio and promoted the improvement of the education and teaching level of teachers in mountain village middle schools. Every teacher in class, every teacher who gives lectures specially, has a high sense of responsibility and mission for education, and tries his best to prepare and present the "bright spot" of his teaching. Our teacher's profound teaching skills, clear teaching structure and rigorous and meticulous learning attitude have won high praise from local teachers and leaders. I believe that teachers can more or less understand the classroom teaching concept and teaching style of famous teachers. Of course, for the teachers in this studio, we can also get useful learning, emotional communication and life experience through this activity. Therefore, this is a "win-win" activity!
Here, I sincerely thank all the units and leaders who have contributed to sending education to the countryside!
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