Through school-based training, the school has upgraded and updated its education. What have you gained from the new teaching and education? The following is the "school-based training experience or suggestions" compiled by me for your reference only. You are welcome to read this article. School-based training experience or suggestions (1)
Teacher x is good at arousing students' interest and curiosity. In this class, we saw the children go from being very reserved, to actively participating, to smiling broadly, to dancing. The more they learn, the more interested they become. The goal of literacy teaching in first and second grade is to cultivate students’ love for learning Chinese characters and their desire to take the initiative in literacy. Focusing on this teaching focus, Teacher x uses real images of the sea, lively marine animals, and beautiful simple drawings to bring students to the beautiful Moon Bay. By creating intuitive and rich teaching situations, he guides students to read according to the situation. Zankov once said that once teaching touches the emotional and will areas of students and touches the spiritual needs of students, it can play an effective role. Through the curious eyes of the children, we feel that the choice of teacher x’s teaching strategies is in line with the laws of children’s physical and mental development and the laws of Chinese learning.
1. High degree of student participation
In this class, all students actively participated in listening, speaking, reading and writing activities, and their participation was broad; students were active in the activities It's heartwarming, emotional, joyful, and deeply engaging. Some people criticize that our class is only for learning from the neck up, and the students' emotions are not involved. In this class, the students truly achieved what Rogers said: "immersed wholeheartedly." They become more and more selfless in their activities. The enthusiasm of students to participate depends on three aspects:
1. Whether they experience happiness during participation, 2. Whether teachers often encourage students, and 3. Whether classmates support them.
The language of teacher x’s evaluation in this class deserves our attention:
1. The evaluation language plays a judgmental function. The teacher clearly informs the students whether they read incorrectly or incorrectly; 2. Evaluation language plays a guiding role. 3. The language of teacher evaluation is motivating. In the classroom, Teacher , we saw that at the beginning some students could not read "Wan" correctly, but the teacher did not scold him, but demonstrated and corrected the mistakes over and over again; what is even more valuable is that almost every time a student made a mistake in reading "Wan", the teacher asked other students to read it and corrected it. Students who have made mistakes are given the opportunity to make corrections and their progress is greatly praised. Students dare to read, students want to read, more and more people are participating, and their enthusiasm for participation is getting higher and higher. It is precisely because Teacher x understands the needs of students and triggers the motivation mechanism that stimulates students' initiative in learning.
2. Students have excellent learning methods
The Chinese curriculum standards point out that one of the goals of the Chinese curriculum is to "master the most basic learning methods." Instruction in methods should start from the lower grades. Students who are just in the first grade have learned very well in this class. Students learn well because teachers teach well. When reading the text for the first time, Teacher While imagining the pictures you see, you can read the children's songs more beautifully.
3. Students have good study habits
Good study habits are a prerequisite for improving teaching efficiency, especially for lower grade students who have just entered school. For example, during class, some students lose their attention Developing correct writing postures and good writing habits is the focus of literacy and writing teaching in lower grades. Chinese courses are highly practical courses, and good habits should be taught in every class and slowly developed through the practice of language.
1. Teachers should remind students to develop the habit of listening. For example, when a student reads a children's song, the teacher says: "Wait a minute, wait a minute, let's hear him read it correctly?" and instructs the students to listen carefully.
2. Teachers provide effective demonstration and guidance. There are many highlights in this class. The most worthy of our imitation is the teacher's writing demonstration in class. We saw Teacher “Be close to his teacher and believe in his way.
"Primary school students have the psychological characteristics of teacher-oriented and imitative. If Chinese teachers can demonstrate in class during teaching, and write in a standardized, well-proportioned, and full of spirit, and can give primary school students a sense of beauty, they will sincerely admire and admire the teacher. , and then think about it carefully. The effect of the internal tendency on primary school students’ calligraphy is immeasurable. School-based training experience or suggestions (2)
With the advancement of the new curriculum reform, School-based training came into being and is booming! It is the need of the new curriculum reform, the call of front-line teachers, an effective way to ensure the in-depth development of new curriculum experiments, and a solid ladder for teachers’ professional growth! , I came to Baoji College of Arts and Sciences to participate in the ten-day "Provincial Training for Key Leaders of High School Geography School-based Training". By listening to experts' academic lectures, I not only improved my theoretical knowledge, but also made myself aware of the experts' cases. I was baptized in teaching and my education and teaching abilities were greatly improved. After listening to the lectures by experts, I truly understood the core of school-based training - school-based training is a combination of learning, teaching, teaching research, and training, based on teachers. Teaching practice is a teacher professional development behavior that comes from teachers and serves teachers. After this period of intensive training in school-based training, I have benefited a lot. I will write down my experience in school-based training for everyone to share. Guidance, for encouragement.
1. Make fundamental changes in your ideological concepts through training
1. In the past, traditional teaching activities and research activities were divided into each other. The task of teachers is only to teach, while teaching research is the "patent" of experts, and an embarrassing situation has gradually formed: First, although teachers are conducting education and teaching research in their posts, they dare not publicly express themselves. Second, even if they participate in some teaching training, they are often only in a supporting position. They do not really participate in the training process, and teachers certainly do not benefit.
2. Nowadays, in the wave of new curriculum reform, the traditional format has been broken, and teachers are specifically proposed to be the main body of education and teaching research. Teachers becoming researchers have made me understand that engaging in education requires enthusiasm, and every teacher needs to study seriously. , study all aspects of students, including interests, hobbies, academic foundation, learning habits and learning methods, and design teaching methods and models that best suit students' actual conditions.
2. Develop good study habits
Today’s society is a learning society. With the continuous advancement of science and technology and the rapid development of economy and society, the teaching profession is also undergoing unprecedented changes. Two very important points are: from inheritance to innovation and from innovation. Dedication leads to development! Teachers are no longer just spring silkworms and candles, but should adapt to the development of the times, develop the habit of active learning, learn to learn, learn for life, and become the main force in the construction of a learning society! A good teacher is also a good learner. Only by constantly learning and absorbing nutrients can he continuously instill knowledge and learning abilities in his students. The school-based training work plays an important role in promoting the new curriculum reform and promoting the professional development of teachers. During my school-based training and study, I always closely integrate teaching research with education and teaching, which not only allows teaching research and education and teaching to promote each other, but also reduces my own work burden.
3. Develop the habit of reflection
American scholar Posner once summed up the growth law of teachers very succinctly as "experience + reflection = growth". But I think the "reflection" here is not a "review" in the general sense, but thinking, introspection, exploring and solving problems existing in the teaching process. To a certain extent, it actually also has the nature of research. Our teachers should not only complete and perform teaching tasks, but should also be conscious reflectors and reflect on their own teaching through constant self-questioning. Am I ready for class? Have I mobilized students' enthusiasm? In addition to knowledge, have students gained anything in terms of abilities, methods, emotions, etc.? Are my teaching goals set appropriately, and how are they implemented in the classroom? What unresolved issues do I still have in my teaching? What adjustments should I make to my teaching methods and methods to make them more effective? Is the student's learning style passive or collaborative and inquiry-based? …These are issues worthy of our reflection and solution.
4. Teachers should develop the habit of lifelong learning
This is the completely different feeling for me in this training class. The strong learning atmosphere of the training class infected me. School-based training must be guided and supported by advanced educational theories, so that the inertia and shortcomings in previous teaching can be overcome, and it can be integrated into classroom teaching and transformed into conscious teaching behavior. Therefore, from now on, I will persist in theoretical study, improve my theoretical level, pay attention to the combination of theory and practice in study and research, establish a good style of study, study hard in business, constantly learn new knowledge, and explore new rules of education and teaching. Study the teaching materials, write every lesson plan, teach every class well, listen to more classes from colleagues in the same group, and learn more about the strengths and weaknesses of others.
5. Pay attention to school-based training in classroom teaching
Teaching and research come from the classroom. In my opinion, teaching is teaching and research, and the time for teaching and research should come from the classroom. To solve the problem of teaching and research time, I believe that classroom teaching is not a simple operation, but a process of using art and full of wisdom. The art and wisdom of classroom teaching rely on teachers’ real-time observation, analysis, judgment, and thinking. In other words, it must be obtained through teaching and research. Therefore, the teaching process itself is also a teaching and research process. I just adopt the form of teaching and researching in class, which is more conducive to discovering and solving problems in time and making teaching and research more effective. I realized that learning to teach means teaching and research, and its greatest advantage is that it increases the opportunities and time for teaching and research without adding extra burden to myself, making classroom teaching more effective.
6. Continuously improve the ability to cooperate
Today’s school-based training places special emphasis on the role of collective teachers, emphasizing professional discussions, coordination and cooperation among teachers, as well as mutual learning and mutual support. , *** share their experiences. Because teachers’ professional cooperation is one of the most practical and effective ways for teachers’ professional development. In the cooperation of teachers, it can also promote teachers' self-realization, free teachers from professional loneliness, and form a joint force in education, thereby adapting to the development of basic education curriculum reform. For example, our project research, collective lesson preparation, listening to and evaluating classes, teaching open classes, etc. are all manifestations of our cooperation awareness and ability, and we should all take advantage of it!
In short, during this period of school-based training, I realized that school-based training is a job that is always new and never-ending. As a responsible educator, we must use a high degree of sensitivity and consciousness to promptly discover, research and solve new situations and new problems in student education and management, master their characteristics, discover their laws, and do a good job with due diligence. work to fulfill our sacred historical mission. School-based training is the call for educational reform, a requirement for school development, and a need for the professional growth of our teachers! It is based on the school, solves the practical problems of school education, gives full play to the professional abilities of teachers, adapts to changes through "lifelong learning" and "lifelong education", learns to survive, and makes the road of school-based training wider and wider! School-based training experience or suggestions (3)
The transformation of learning methods is related to the quality of our education, to what kind of future the younger generation can have, to the improvement of national quality, and to the overall national strength. Enhance. To this end, one of the focuses of curriculum reform is how to promote changes in students' learning methods. With the advancement of curriculum reform, learning has become an important learning method to improve teaching efficiency, and the advantages of learning have been recognized by the majority of educators. Learning is a form of teaching based on personality, and the leading role of teachers cannot be ignored in learning. Learning gives full play to its advantages, mobilizes students to participate in learning, cultivates students' self-learning ability, and highlights students' dominant position to improve students' overall quality and harmonious development of personality.
One of the focuses of curriculum reform is how to promote changes in students’ learning methods. The change in learning methods is related to the quality of our education, to what kind of future the younger generation can have, to the improvement of national quality, and to the enhancement of comprehensive national strength. With the advancement of curriculum reform, many schools have reformed classroom teaching and conducted application and research on learning. Learning has become an important way of learning to improve teaching efficiency. Let’s talk about our understanding of learning based on teaching practice.
1. Learning is a form of teaching based on individuality
Learning means that students have a clear division of responsibilities in groups or teams in order to complete the same tasks. Mutual learning.
Learning is a teaching form that acquires knowledge through division of labor, collaboration, mutual communication, and comprehensive summary. In this learning process, not only do students think and operate independently, but there is also information exchange and competition between students, and students help each other, learn from each other, and learn from each other's strengths. Therefore, students can understand, respect, tolerate, and learn from each other not only in terms of knowledge, but also in terms of emotions and cooperation skills, so that students' personalities can be fully developed.
2. The leading role of teachers cannot be ignored in learning
No matter what kind of teaching form, the leading role of teachers cannot be separated. Group learning is no exception, and the leading role of teachers cannot be ignored. This is because:
1. Teachers must coordinate various relationships in classroom teaching, create a good classroom learning atmosphere, and mobilize students' enthusiasm for learning.
Teachers can conduct comprehensive assessments based on students’ academic levels, hobbies, aptitudes and gender, and then form a number of study groups of equal quality based on the students’ voluntariness. In actual teaching, it can be divided into two-person learning or four-person group learning according to the situation. Two-person learning is the smallest unit of learning and the basis for other forms of cooperation. It is generally based on table-to-table combinations. In the process of two-person team learning, students can master learning methods, such as how to express opinions and listen to other people's opinions; how to communicate, collaborate on research problems, etc. This kind of cooperation can be carried out frequently in classroom teaching, which can effectively shorten the cognitive distance between students, improve students' understanding, analysis and expression skills, and promote emotional communication between deskmates. When using four-person group learning, the teacher must first assign the group members, group leader, division of labor, etc., and at the same time coordinate the relationship between students within the group, between groups, and between teachers and students. Based on the perspective that is conducive to the all-round development of students, group members should be allocated purposefully and reasonably and appropriate group leaders should be selected. There should be a spirit of unity and cooperation in the group, an atmosphere of mutual trust, mutual learning, boldness and fair competition. There should be a relationship of mutual trust and equal communication between the group and the teacher. Suhomlinsky once said: "Only by learning well can we learn well." In teaching activities, especially in current teaching, improving the relationship and the quality of communication activities in teaching is a more important way to improve the quality of teaching. as an important link. Therefore, this requires teachers to play a leading role, coordinate various relationships in teaching, create a good classroom learning atmosphere, and mobilize students' enthusiasm for learning.
2. Provide students with knowledge and learning guidance.
Although learning is students’ independent learning, and the final acquisition of knowledge through cooperation is the main form, the entire learning process is inseparable from the guidance of teachers.
⑴Knowledge guidance. Before learning, teachers need to design review content based on the characteristics of the textbook content, teaching focus and difficulties, and cognitive rules to pave the way for new lessons and build a bridge for learning new knowledge. Then, teachers need to provide self-study questions that penetrate the teaching objectives so that students can Go to the self-study textbook with questions. At the same time, teachers should continue to collect information on students’ self-study situations. Based on this feedback information, guidance can be adjusted accurately and timely. After students conduct self-study, they discuss in groups and express their own opinions. Students need to be guided to summarize, summarize and draw conclusions based on the opinions of their classmates and themselves. The resulting conclusions are then applied to solve practical problems. Summarize the study of this lesson, what understanding has been gained, what knowledge has been mastered, where did you learn better and where did you not learn well enough, what questions exist, and comment on which classmate or group learned better. .
⑵Law study guidance. Study guidance is not just about providing inspiring self-study questions, but more importantly, it enables students to learn "fishing skills" and "learning methods." In a word, it is to enable students to learn. This requires teachers to guide students to master learning methods. Students should be guided to understand the content they have learned through "reading, drawing, hands-on operations, and association". Students should be taught the ability to acquire new knowledge with the help of existing knowledge. Students should be guided to find out the connections and differences between old and new knowledge, transform new knowledge into old knowledge, and thus master new knowledge. When students see, feel, and touch things they do not understand, students should be allowed to inventory and review their own knowledge base, throw out all the knowledge that can solve current problems and think comprehensively, and do everything possible to enable students to The process of actively exploring new knowledge enables students to actively develop and achieve the goal of gaining both knowledge and wisdom.
Seize the connection point between old and new knowledge (the law of change of accumulation), transform new knowledge into old knowledge, use old knowledge to assimilate new knowledge, enrich and expand the cognitive structure of original knowledge, improve students' cognitive strategies, and cultivate students' Inquiry ability. In short, the key to teaching lies in guidance. Only when teachers guide them properly can students learn to be proactive. Therefore, the leading role of teachers in learning cannot be ignored.
3. Issues that should be paid attention to in learning
Learning is a learning method worth advocating, but we must also consider whether the role of "groups" can be fully exerted and the role of "cooperation" Whether the means can be fully used. These are two key questions that reflect whether group learning is worth launching. Therefore, we should pay attention to the following issues.
1. The questions discussed must have the value of inquiry, avoid the phenomenon of "showing off" and "going through the motions", and should be adopted reasonably according to the difficulty of the question and the actual ability of the students. Some teachers blindly adopt it in pursuit of "fashion", which only wastes time and loses its true meaning.
2. Give students as much time for discussion as possible, but also limit it appropriately. We often make this mistake when listening to lectures or taking classes ourselves. Sometimes the teacher shouts "stop" just as the students in the group are engaged in the discussion; or when they see the students discussing enthusiastically, they feel uncomfortable interrupting their train of thought and letting them continue the discussion endlessly. Both of these phenomena are undesirable. . Teachers should arrange their time in advance to ensure good results within the appropriate time.
3. Handle the relationship between independent thinking and learning.
Learning is based on students’ independent thinking. In actual teaching, after teachers propose learning tasks, they can first give students a certain amount of time to think independently, and then discuss them collaboratively. Carrying out cooperative discussion and learning can provide all students, especially students with learning difficulties, with more opportunities for classroom participation, and turn the results of individual independent thinking into the collective knowledge of the whole group, or even the collective knowledge of the whole class. .
Facing the practical experience and actual situation of learning, we need to pay more attention to the new topic of "learning" and conduct personal practice. Give full play to its advantages, mobilize students to participate in learning, cultivate students' self-learning ability, highlight students' dominant position, and improve students' overall quality and harmonious personality development.