Project work report

The project conclusion report is the research status at home and abroad, that is, the summary of the paper or the research work. The main content of this part is the summary of the papers I have read. The following is the project work report I compiled for you, welcome to refer to it ~

First, the research process.

(1) Project preparation stage: (,xx, 3-XX, 6)

1. Set up a special class for topic research, raise research questions, draft research plans, clarify research ideas, prepare, conduct questionnaires and open topics. Conduct theoretical research, collect and analyze relevant literature. Conduct teacher training and open topics. The research group consists of teachers with a certain level of education and scientific research. Lu Guimei, director of scientific research, drafted the questionnaire and experimental scheme. The research group discussed and passed.

2. Hold a special meeting to study the division of labor, formulate the research agenda and relevant plans and rules and regulations according to the plan, and provide organizational guarantee, economic support and personnel guarantee for the project operation.

(II) In-depth stage of project research (July xx-June XX, 10): 1. Make an implementation plan. (1) clear research objectives, content, difficulty and scope; ② Revise research measures and plans, adjust the specific division of labor of scientific researchers and train teachers.

3. Screening research objects. In view of the above shocking problems, with the support of the school, our research group is composed of teachers, class teachers and mental health teachers in class. While establishing personal files and formulating intervention plans one by one, 1 2 students were selected as research samples for key research.

4. Conduct mental health education lectures and train parents. Mainly based on the parents' school, President Lan Yonglin and Director Lai of the Political and Educational Affairs Office organized a parent-teacher conference for left-behind children, and Yang Zuo, vice president in charge of moral education, gave a lecture on psychological health education. The school organizes various activities to care for and help left-behind children grow up. Organizing students to participate has formed an atmosphere of caring for left-behind children.

5. file a case. 15 The research group selected teachers independently, and * * * established 20 left-behind children as key research individuals.

6. Establish files and track management. The contents of the file include ① family background: including family structure, parents' educational level and professional status; ② Personal data: including gender, age, grade, height, weight, health status, personality characteristics and important growth history; (3) The development history of the problem: including the category of the problem, the first time, under what circumstances, the background events of the school and family at that time, the handling and effect of the problem. ④ Other influences: such as diet, sleep, mood and behavior; ⑤ Family adaptation: such as parent-child relationship, sibling relationship, parents' (grandparents') attitude and skills of discipline; ⑥ School adaptation: such as teacher-student relationship, classmate relationship, learning attitude and academic performance.

(II) In-depth research stage of the project (July xx-June 65438 +XX 10).

1. Study the case. According to different situations, prescribe the right medicine. The main methods we adopt are: family visits, individual heart-to-heart, teacher guidance, peer assistance and environmental edification.

2. Supplement and deepen the research. Our specific approach is to summarize the experience and lessons of intervention and correction for 20 research objects, and further refine and supplement the intervention measures, improve the correction methods, and extend them to the diagnosis and intervention research of caring education for all "left-behind children". 1. Carry out various educational activities.

(1) Aiming at the problem of insufficient family education and lack of affection for left-behind children. We will carry out the following forms of educational activities.

Simulated Family In order to make up for the lack of affection and the bad family education, and let the left-behind children feel the care of the family, we will design simulated family activities. That is to say, each participating teacher claims several left-behind children, gives them care and care in their usual study and life, takes them home on special days such as holidays and students' birthdays, and takes care of them like their own children, so that they can feel the warmth of their families and get family-like care.

Pairing consists of a student whose parents are at home, parents with harmonious family and high quality, and a left-behind student. Treating them as brothers and sisters is more helpful in life and study than in study.

Family education class In order to let the left-behind children have at least one chance to communicate with their parents who go out every semester, the school will arrange a parent-teacher meeting for the left-behind children in each class every semester. At the parent-teacher meeting, the students will personally go to the podium to communicate with their parents. And inform parents of the specific time of home class. Let the left-behind students report their study, life and thoughts. For parents, learn about their work, life and physical condition outside, and communicate with them cordially.

(2) In view of the poor self-discipline management ability of left-behind children, a series of self-education activities were carried out.

Self-planning left-behind students, under the guidance of class teachers and help teachers, describe their own life ideals, analyze their own advantages and disadvantages, determine their own development goals, and write practical development plans. And copy it on the title page of the notebook, or announce it to the class and group students, or put it in the growth record bag so that the teacher can check and supervise from time to time.

Self-discipline Commitment Left-behind students sign a self-discipline commitment letter with the head teacher, the class collective, and the teaching assistant, find out their most prominent shortcomings, promise to make corrections within a time limit, and clarify specific corrective measures, accept the supervision of the collective, and realize the purpose of self-management and self-education.

The head teacher's self-evaluation helps the teacher to guide the students to reflect on their behavior, thoughts, study and life, and regulate their behavior by keeping a diary, weekly notes, reports, "daily questions", monthly reviews and periodic reviews in accordance with the requirements of society, parents and teachers and their own action plans. , so as to realize self-management.

(3) In view of the poor communication between home and school and the poor guardianship ability of the agent guardian, we will carry out the following activities: at the beginning of each semester, the school will set up a roster of left-behind students in different classes to register their names, gender, date of birth, parents' names, home addresses, contact numbers, name and address of the agent guardian, contact numbers, etc. The archives of left-behind students have also been established to fully grasp their family situation, physical condition and psychological condition.

Home-school contact card The school will establish a home-school contact card to fully understand the basic situation of the agent guardian, such as name, gender, age, home address, contact phone number and relationship with left-behind students. Timely feedback the study and life status and ideological performance of the left-behind students to the agent guardian, and listen to their opinions and suggestions.

(4) In view of the high incidence of psychological problems among left-behind children, we will carry out the following activities:

① Offering mental health education classes According to the requirements of superiors, schools offer mental health education classes to popularize mental health knowledge to all students, improve students' self-regulation ability, provide psychological counseling for students, cultivate students' healthy psychology, and form a good outlook on life and world.

(II) Setting up a psychological counseling room The school will set up a psychological counseling room, equipped with a full-time psychological counselor (Yang, vice president of the school specializing in moral education) to solve problems for left-behind children and all students and help them solve emotional confusion, depression in study and troubles in life.

(5) According to the lack of sexual knowledge and existing sexual psychology of left-behind children, our school should strengthen sex education for students.

Sex education is a strange field for us, and the quality of teachers determines the quality of education. Therefore, teachers should first change their ideas and treat sex education calmly. Our research group should organize teachers to learn the knowledge of sexual physiological health care, the psychology of boys and girls, the theory, methods and skills of psychological counseling, so that teachers can be handy in sex education activities.

Set up special education on sexual knowledge to popularize adolescent sexual knowledge to students (our school invites doctors from maternal and child health hospital to give special market lectures)

From the survey, we know that students' lack of sexual knowledge leads to the lag of their sexual psychology, and even makes their weak vigilance and preparedness ineffective, which makes them easy to go astray. Therefore, through special education (inviting experts to give lectures at school), we want to gradually teach students some knowledge about sexual development, health care knowledge to keep their bodies clean, and teach them to correctly handle various problems in the past, so as to popularize adolescent knowledge to students.

A psychological counseling room was set up, and Yang, the vice president in charge of moral education in the school, was responsible for this work to correct sexual psychological problems.

The head teacher should strengthen the case tracking of problem students.

The ideological education of students is mainly carried out by the class teacher, who should find the students' problems as early as possible, track the students' cases with big problems in this class and implement long-term psychological counseling.

(6) In view of the phenomenon that students' legal concepts and knowledge are weak, and it is easy to bully the city with small ones, our school regularly invites the police of Helan Lan Police Station to give lectures on the legal system for students.

2. Improve the functional structure of education.

While solving the management of left-behind children, it will promote the change of the educational function structure of schools. While paying attention to teaching and learning, schools pay more attention to students' psychological needs and growth. It is clear that school management reform must implement the concept of new curriculum reform, adhere to the people-oriented, love for students, service-oriented, and practice the educational thought of "all for students, all for students, all for students".

The first is to establish an educational management mechanism that "the key lies in the principal, the foundation lies in the class, and the implementation depends on the teacher". The school will set up a "Left-behind Student Education Leading Group" with the principal as the team leader and the teaching director, the teaching director, the logistics director and the head of the security department as members, which will be responsible for studying and solving the problems in the education and management of left-behind children, assessing and summarizing the rewards. The head teacher plays a direct role in the education of left-behind children, and all teachers cooperate closely.

The second is to establish a "four modernizations" education service system. The first is the fixed-point and personal contact system. According to the ratio of the total number of left-behind students to the total number of teaching staff, the school determines the teaching staff as the help object to contact the left-behind students. The second is the system of regular and irregular communication. Establish a communication system with agent guardians, community liaison officers and parents, and implement all-round and multi-level management education for left-behind students. Third, the training system for acting guardians. Organize agent guardians to learn basic knowledge such as children management, safety management and legal system every month. The fourth is the evaluation and reward system. The school regards the education of left-behind children as an important part of labor discipline, attendance, rewards and punishments, and professional titles.

The third is to implement the primary position of moral education. The school strengthens the institutional setup, staffing, system construction and assessment management of the Political and Educational Affairs Department, and ensures effective ideological and moral education for students through various forms of educational activities. And link legal education, mental health education and ideological and moral education to make them complement each other and improve the effectiveness of education.

After a year of research, we conducted a questionnaire survey on 20 subjects again.

Through the comparative analysis of the two groups of data, the psychological barriers of the left-behind students in our school 16 have been obviously corrected. They not only eliminated their subconscious inferiority and extreme consciousness, but also loved learning, greatly improved their self-care ability in life and study, understood and supported their parents to go out to work and respected their guardians. Our research has achieved initial success.

On the basis of continuing the effective methods and approaches in the past, we will use extracurricular activities to further help left-behind children complete their homework and use holiday time to send warmth to left-behind children.

(III) Summary, reflection and induction of topics: (xx 165438+ 10-2065438+March 2004)

1. Hold the project work summary meeting regularly as planned, and the members of the research group will analyze their own research cases, exchange work experience, conduct appraisal, summarize and reflect, and write research papers.

2. Division of work for topic conclusion, and arrangement of filing materials.

Second, the implementation of the research plan

Over the past year, the project has been solidly promoted as planned. In view of the problems existing in the research, the research group formulated the project implementation plan and scheme to ensure the orderly progress of the project. In the past year, the research group held nearly 30 campus research activities. In order to ensure the quality of the research, the research group made a three-stage plan and summarized it in time. The research group also strictly implements the attendance system to ensure the project from the attendance rate. In addition, 20 students were selected for case study. Over the past year, we have done the following work seriously:

1, strengthen the study of educational theory and strive to improve the theoretical level of each member. Over the past year, each member of the research group has actively participated in various activities organized by the school in combination with the content requirements and arrangements of teachers' continuing education. At the same time, the research group has organized all members to study scientific research theory regularly and learn advanced and effective research ideas, research methods and research experience.

2. Fully guarantee the research time. We make full use of the time of project activities in and out of class to realize full-time special research. Since the research experiment, according to the research plan of this topic, the members of the research group have systematically studied the research methods and theories of left-behind children through the network to improve their scientific research ability.

3. Multi-form and multi-channel research. Standardize the process management of subject research. . Since the project research experiment, the project teaching and research activities have been actively carried out through holding parent-teacher conferences for left-behind children, special reports on gratitude education and theme class meetings.

Carrying out colorful activities is helpful to study the caring education of left-behind children in our school.

Through the joint efforts of all the members of the research group and the teachers of the whole school for one year, the research results are remarkable and outstanding.

Three. Changes in research (changes in research team members)

During the research, Mr. Chen Jiayi resigned as a teacher for personal family reasons. Mr. Chen Jiayi is no longer a member of our research group, and Mr. Liang Ying, the backbone of our school, joined the research, which increased our research strength and ensured that the research was completed on time, with remarkable results and outstanding achievements.

Four. Achievements represent works

The Mental Health Status of Left-behind Children in Rural Schools and Countermeasures: Teacher Lu Guimei, Teacher Su Xilian, Teacher Luo Bing, Teacher Lan Yonglin, Teacher Huang Yundong, Teacher Party and Teacher Liu Guifeng. Wei Meifen's "Caring for Left-behind Children, Talking about How to Care for Left-behind Children" won the first prize in the paper evaluation of the General Research Group of Modern Educational Art of China Education Society, the National Feedback Teaching Method Research Association and the Guangxi Primary and Secondary School Teachers' Continuing Education Guidance Center. Yang wrote a preliminary study on the mental health education of left-behind children in rural areas, Love makes flowers bloom, Talking about the care of left-behind children in schools, How the class teacher cares for left-behind children, Analysis and Thinking on the phenomenon of left-behind children in rural areas, How to do a good job in the mental health education of left-behind children in rural areas and a preliminary study on the mental health education of left-behind children in rural areas.

In xx 1 1 month, our school undertook the research task of "the practice and exploration of combining painting and writing to cultivate the works of junior students". After two years of research, I have completed the scheduled research task of this topic, and now the research work is reported as follows.

First, the understanding of this research

Writing has always been a headache for students, so writing words has become the most feared homework for junior students. How to reduce the difficulty of writing words and make students fall in love with writing words and have something to write has become the top priority of junior teachers' work.

(A) the realistic basis of the topic.

I found that every time I train students to write, it is formal and regular, but students feel monotonous, with nothing to write and no way to start. Another reason may be that teachers are too demanding on writing, such as setting the number of words and writing vividly, which makes students feel scared and leads to silence. Coupled with the limited literacy of junior students, writing is more difficult, resulting in a considerable number of students in a state of coping. So how to make students feel "relaxed, interesting and vivid" in writing? How to make students write what they think in words has become a difficult point in writing.

Although seeing this situation, some teachers still have the idea that students will naturally write when they are older. Or some teachers directly start to teach children some writing methods, which are difficult to be accepted by junior students and difficult for students to apply what they have learned, so every time they write, it is also the most headache for students.

It is naturally wrong to let things drift, but the way of "pulling out seedlings to encourage them" can't help students. Therefore, students' writing is in a dilemma. How to make children write in a relaxed and happy atmosphere has become the biggest problem for junior teachers.

According to the specific situation of children, several other teachers and I declared the topic "Practice and Exploration of Cultivating Junior High School Students' Writing by Combining Literature and Painting" in June 165438+ 10, xx. In the exercise training of junior students, students are trained to write words and pictures, so that students can draw and write by themselves. There are pictures in the pictures and pictures in the text.

(2) Theoretical significance:

1. In order to reduce the difficulty of writing in the primary stage, the Chinese curriculum standard positions writing teaching in the lower grades, and puts forward clear requirements: "Be interested in writing, write what you want to say, write imaginary things, write your own understanding and feelings about things around you, and be willing to use the words learned from reading and life in writing." This opens the way from oral language to written expression, and clearly advocates that writing should be based on interest, express natural childlike innocence and provide children with free space. It doesn't matter whether you can write, the key is to let the children who have just entered school have fun from it. The Art Curriculum Standard (Trial Draft) also points out in the section of "Evaluation Suggestions": "Make an all-round comprehensive evaluation of students' participation consciousness, cooperation spirit, operation skills, inquiry ability, knowledge level and communication and expression ability. "Therefore, children's paintings are not perfect, but stimulate their desire to paint.

2. Summary of related research at home and abroad:

With the introduction of curriculum standards, the majority of front-line teachers have made unremitting research and exploration on the mode of combining painting and writing in lower grades. They think that children in lower grades think mainly through the concrete image or representation of things. If abstract writing training is combined with visual painting, it can not only stimulate children's interest in writing, but also provide them with fresh writing materials.

From painting to writing is the transformation from thinking to language, which can improve children's imagination and expression ability; From writing to drawing is a change from language to thinking, which can cultivate children's innovative ability. At the same time, I have a * * * understanding of the effectiveness of brush combination.

(3) Practical significance

1, the combination of painting and writing conforms to the thinking characteristics of lower grade children. Children in lower grades think mainly by the concrete image or representation of things. Combining abstract writing training with visual painting can not only stimulate children's interest in writing, but also provide them with fresh writing materials. From painting to writing is the transformation from thinking to language, which can improve children's imagination and expression ability; From writing to drawing is a change from language to thinking, which can cultivate children's innovative ability.

2. The combination of painting and writing conforms to children's cognitive law. Psychologists believe: "People's cognitive activities are closely related to their own needs. Only by turning this' demand' into a wish can we form a strong interest. Interest is a powerful driving force for learning all knowledge. " Painting is between games and psychological appearances, which makes children feel high, eager to try, eager to create and willing to express. Through painting, children's ability of high harmony and unity of hands, eyes and brain is exercised, and children's spirit of loving life, nature and being brave in exploration is cultivated.

3. The process of painting creation and writing is * * *. Writer Qin Mu once said: "Painting can be said to be literature expressed by lines and colors, and literature can also be said to be painting expressed by words." First, children's painting and composition are unified in content. All come from children's lives. Those paintings full of childlike innocence and interest are full of children's pure and simple nature. Isn't it inexhaustible writing material? Secondly, children's painting and composition are similar in form. Children's painting is the natural expression of children's hearts, their inner needs and their own inner painting; When students write a composition, they think about people and things and write their own hearts in their own hands, but no matter what form they express, they are all the expressions of their hearts.

In fact, the combination of literature and painting has existed since the Han Dynasty. Su Shi commented on Wang Wei once, saying that there are paintings in Wang Wei's poems and poems in Wang Wei's paintings. The combination of poetry and painting has become a characteristic and fine tradition of national art, and it is still developing. We try to cooperate with the art teacher to carry out the research on the topic "Research on effective guiding methods of illustrated composition in lower grades of primary schools", so that students can draw pictures for their diaries.

Second, the specific process of research work

(a) establish and improve the organization, fully support the research.

In order to ensure the smooth development of the project research, we put the project research into the school work plan. Then we set up a project research group, selected excellent backbone teachers as experimental teachers, and divided the work according to teachers' personal specialties. At the same time, we have also established a perfect project system, such as funding guarantee system and personnel reward and punishment system, to ensure the quality of project research from personnel and management.

(2) Analyze and integrate school resources and build a platform for practical activities.

In February, 65438, members of the xx research group analyzed the school resources. Our school has vast publicity positions, such as publicity columns, school broadcast rooms, teachers' walls and so on.

(3) Do a good job in teacher training and strengthen teaching and research.

In order to carry out research and form characteristics, our school attaches great importance to teacher training. In training, we should adhere to the principle of combining internal training with external training, lose no time to learn from foreign experience and broaden training channels. During the research period, special study was conducted regularly in the form of online thematic teaching and research, distribution of learning materials, special training and observation classes, and research situation analysis meetings were held every semester.

Third, the effectiveness of the research work.

Through two years' practice and exploration, the combination training of literature and painting in the experimental class has achieved great results, forming a writing mode of "promoting writing with painting and promoting writing with painting". Children are happy, willing and fond of writing, which greatly stimulates their enthusiasm and enthusiasm for writing.

Just writing what I think in my diary can only be appreciated by more than 50 students in my class, which is no longer the goal pursued by my children and me. These good platforms, such as publicity column campus broadcasting, provide a broader world for children's "graffiti", so that more people can enjoy it, and at the same time, they can enjoy more excellent works, so that children can learn from each other's strengths and better participate in text creation. Practice has proved that in a vast space, children's horizons are broader, their participation is wider and their writing enthusiasm is higher. In the past two years, children have published more than 2,000 articles, some of which exceed 100. Although the numbers don't mean anything, they at least prove that children are making unremitting efforts, and the transformation from quantitative change to qualitative change is sometimes a long-term accumulation process.

Fourth, the experience of research work.

Through more than two years' research, we realize that to ensure the smooth progress of the research, we need to do the following: school leaders should pay attention to it, personally participate in the planning, organization and implementation of the research, and ensure the input of manpower and material resources in the experiment. Schools should create a strong scientific research atmosphere and mobilize the enthusiasm of school teachers to participate in scientific research in various ways. Schools should actively seek the guidance of experts and provide theoretical support and help for teachers. Establish effective contact with parents, attract parents to participate in activities, and get strong support from parents.

Five, the research problems and thinking:

1, the professional level of teachers restricts the research of the subject.

Due to the limitation of their own quality, they can't give professional guidance and teaching to students' paintings, which leads to the students' paintings always in a detached state and no breakthrough progress; Although we negotiate with the art teacher to let the art teacher give guidance in class, we always feel that the guidance of the Chinese teacher and the art teacher is "two skins" and cannot be effectively integrated. In addition, in terms of writing guidance, it is really a bit "unfathomable". "Too deep" is afraid of students' resistance, and "too shallow" can't achieve the purpose of writing guidance. This strength is really difficult to grasp. In the future work, it is necessary to further improve the quality of teachers themselves.

2. The inertia of students restricts the research of the subject.

Although children like writing, although we have taken a series of incentive measures, they are children after all and always need constant encouragement and support to keep them going.

In view of the existing problems, it is necessary to continue to explore effective methods suitable for the development of teachers and students in future teaching work.