How to promote classroom teaching reform

First, under the guidance of Scientific Outlook on Development, we always put the reform of classroom teaching in the first place.

(A) constantly update the teaching concept, and strive to improve the quality of teachers.

Teaching methods such as spoon-feeding, spoon-feeding, challenging sea tactics, failing to meet the standard in class and taking leave after class are deeply rooted in some teachers' minds and run counter to quality education, which seriously hinders the improvement of education and teaching quality. We have carried out a series of activities around getting rid of the fetters of traditional teaching mode, enabling teachers to establish the consciousness of teaching reform and new teaching concepts. We have printed a large number of materials about the curriculum reform of basic education, distributed them to every teacher, organized teachers to study regularly, hired well-known experts on curriculum reform in our county to train teachers, and invited famous teachers from advanced cities to introduce us the experience of classroom teaching reform, so as to broaden teachers' horizons, broaden their innovative horizons, understand the new trends and information of teaching, and stimulate teachers' self-motivation and conscious driving force of teaching reform. Teachers generally feel that in order to improve the teaching quality, we must establish the education and teaching concepts of "student-oriented" and "learning-oriented", and focus on the teaching ideas of "learning to live, learn to learn, learn to be a man and learn to cooperate". In practice, we must take classroom teaching, the main position of quality education, as a breakthrough, completely break the boring atmosphere of classroom teaching and completely change the situation of centralized teaching, full irrigation, full practice and full questioning. Only by returning the classroom to students can we show the "original ecology" of the learning environment and pursue the "high efficiency" of classroom teaching. Over the years, we have clearly sung this theme: efficient classroom is the fundamental channel to break the bottleneck restricting the development of schools, break through traditions and move towards prestigious schools. To build an efficient classroom, we must return the classroom to the students and encourage them to become the real masters of the classroom.

(B) to eliminate the ideological constraints of principals and build a green platform for classroom teaching reform.

Whether we can really change the principal's thinking is directly related to the success or failure of classroom teaching reform. For principals, vigorously promoting classroom teaching reform will not affect the quality of education and teaching in schools. This is a problem that has long plagued all primary schools. In this regard, we insist that vigorously promoting classroom teaching reform is the fundamental way to improve the quality of education and teaching in a large area and ensure the sustained, rapid and healthy development of Guangrao education. To vigorously promote classroom teaching reform, we must eliminate the principal's ideological concerns. Organize all junior high school principals to visit and study in Yang Si, Duqikou and other schools with successful classroom teaching reform, and organize principals to conduct in-depth school research. Principals finally unified their thinking, deeply realized the importance of classroom teaching reform, changed from passive obedience to active reform, and consciously led teachers to participate in classroom teaching reform.

(3) Give full play to the subjective initiative of teaching and research staff and make suggestions for classroom teaching reform.

Strengthen the construction of teaching and research team and effectively change the teaching and research functions. According to the idea of "focusing on research, combining research with supervision, and separating evaluation from research", the system of "two entrances (into school and classroom)" and "three guarantees" (including the promotion of classroom teaching reform mode, the cultivation of subject backbone and the guidance of teaching planning) is implemented. Actively encourage teaching and research staff to go out, listen more, see more and think more, and ask everyone to position themselves at a higher level, seize the opportunity and deepen classroom teaching reform. While doing a good job in self-construction, teachers and researchers in various disciplines are encouraged to build strategic positions, coordinate the classroom teaching reform of this discipline in the county, and require each teacher and researcher to work creatively in combination with the actual situation of this discipline. We must have the courage and courage to reform. Strong sense of time, time waits for no one. Combined with the actual situation of the county, the innovative mode of classroom teaching is determined. Strive to make use of 1-2 years to make new breakthroughs in different classes such as new teaching, attending lectures and reviewing, and popularize successful experiences throughout the county to maximize classroom efficiency. By going deep into the grass-roots units, teaching and research staff constantly discover advanced models and vigorously encourage classroom reform, which effectively promotes the healthy and harmonious development of classroom teaching reform and lays a good foundation for improving the quality of education and teaching in a large area and cultivating students with all-round development. In order to ensure the actual effect of the activity, we implemented a bundled evaluation method, further clarified the role orientation of county teaching and research personnel, and broadened their working ideas of going deep into the grassroots, understanding the grassroots and guiding the grassroots.

Second, based on the classroom, innovative teaching mode.

Reforming classroom teaching and improving classroom teaching efficiency are the core contents of basic education curriculum reform. What is the core of classroom reform? Is to return the classroom to the students. All successful classes are "people-oriented" and "learning-oriented". Therefore, combining with the reality of our county and drawing lessons from the successful experience of Weifang No.10 Middle School and Donglu Middle School, the classroom teaching mode-"guided learning and practice, independent interaction" is determined, and experimental research is carried out in the county, which has achieved good results. Now we will briefly introduce the four links in the implementation process.

(A) independent preview: teachers should carefully study the teaching materials and students before each class. Use the collective strength to brainstorm, determine the lecture notes and formulate the preview outline. ① The preview outline should be provided to students one or two days in advance, which is convenient for students to prepare for preview. (2) According to the content of the preview outline, various forms can be flexibly adopted, such as class representatives copying on the blackboard, teachers showing small blackboards, printing and posting in class, and printing and distributing them to the group leader and even all students. (3) According to the difficulty of the outline preview, we can flexibly adopt the methods of extracurricular preview, part-time preview before class or whole class preview. (4) Each group should preview the intra-group communication and summarize the doubts or newly discovered problems in the group, so as to facilitate the inter-group communication in class. This is the premise and foundation for students to prepare well. It is also the basis for students to preview independently. Let students ask specific questions under the guidance of learning objectives, make students clear their learning tasks, and let each student think independently first. This step is crucial. We believe that students should form their own opinions before participating in group discussions, otherwise it will be invalid. Because the discussion of passive water is hastily launched without careful reading, the views expressed are neither mature nor profound, not to mention individuality and originality. They not only can't solve problems, but also easily cover up students' confusion and learning difficulties. In this way, some seemingly heated discussions are actually just illusions, and the real problem is the oil-water relationship. Attention should be paid to this link: first, when designing problems, we should closely follow the learning objectives and focus on the students' "zone of recent development". Second, put forward clear requirements for students, such as what to learn, how to learn, how long to finish learning, and to what extent. It is best to use blackboard writing, multimedia presentation or printed handouts in written form, and try not to dictate. Third, the results of independent thinking can be sketched out in books, but not in books. You must write your thoughts on paper, because thinking is chaotic and language is clear.

(2) Group communication: Group communication is the central link to mobilize students to actively discuss and solve problems and puzzles. Because of students' individual thinking, it lays the foundation for effective group cooperative learning. But group cooperative learning is easy to become a mere formality, so it is necessary to establish a scientific mechanism. Our practices and requirements are: ① correct grouping. Generally, there are 4-6 people in a group, which adopts heterogeneous grouping method, taking into account different aspects such as learning ability, learning interest and personality differences. Team members can cooperate with each other and make complementary efforts. (2) Let each member know his/her responsibilities, and pay special attention to the role of the group leader (generally, each group 1). The group leader is like a "moderator". He should master the process of group learning, arrange the order of speaking, and also serve as a "recorder" to record and summarize the results of discussion at any time. He/she should also be able to evaluate the speeches of the group members as an "inspector" to check whether the members have completed the learning tasks. The group leader can be fixed or on duty by turns, with the maximum mobilization of students' learning enthusiasm as the standard. The group communication here is dynamic, which can be intra-group communication, inter-group communication or class presentation. Teachers should fully participate in it and adjust and guide it in time. For example, you can ask questions among groups to compare and discuss the results of learning and form opinions. ④ Group evaluation should keep up. A table can be designed, in which class representatives and group leaders jointly record students' classroom speeches and learning tasks, and pay attention to students' development in evaluation. For example, on the 4th, they got 4 points on their own initiative, and on the 6th, they got 1 point. Summarize every week, select excellent groups, set up a "flowing red flag" and rotate among groups. The cooperation and communication between groups have enhanced the learning enthusiasm and initiative of all students, paid attention to the individual differences of students, further enhanced the sense of ownership of each student, further clarified the students' dominant position, further optimized the learning process and greatly improved the classroom vitality.

(3) to enlighten and solve doubts: after students have fully taught themselves and communicated with each other. Solved many problems. However, there are also some problems that are difficult to solve, and teachers need to guide and answer questions. This step can also best test the teacher's ability to control the classroom. Teachers should make full use of students' communication and exhibition resources, on the one hand, let students solve their own problems and experience success through encouraging evaluation and tips, on the other hand, help solve problems in the exhibition process through demonstration, guidance, analysis and explanation. It is necessary to explain students' doubts around the preset teaching objectives and the key and difficult points of the teaching materials, and also consider the dynamically generated problems. The dialing process should be concise, thorough and clear.

(D) Training feedback: The purpose of classroom teaching reform is to pursue higher classroom efficiency. Look at students' participation in the classroom and the generation of knowledge mastery. In short, the success of a class depends on students' mastery of it, so effective feedback is very important. Classroom refinement is an important link for teachers to obtain feedback information and optimize classroom structure. In the past, in order to make students practice more in class, teachers collected exercises without screening, which made students fall into the sea of questions, repeated exercises and ineffective exercises, wasted effective time in class and increased their academic burden. In view of this situation, we have taken three measures: First, the classroom exercises must be determined by the lesson preparation group to ensure the quality. Secondly, the exercises must appear in the form of projection or printed on paper before class, which can save students' copying time. Third, when commenting on exercises, we should highlight their sexual problems and personality problems, and provide after-school counseling to improve overall efficiency. In this way, more time is left for students to control, so that they can think deeply, sort out and refine the main points of knowledge and optimize the knowledge structure. In addition, teachers should creatively design homework, write and select exercises according to the requirements of learning objectives. Considering the differences of students' learning, topics generally include two parts: basic questions and multiple-choice questions. Let good students eat well, and middle and lower reaches students eat well. Effectively solved the "word for word" phenomenon that good students don't have enough to eat and middle and lower reaches students don't eat well. In addition, the test time depends on the actual situation, except for the unit test, it generally does not occupy a single class hour. The way of examination should also be dynamic, mainly written, oral or practical. , should embody the principle of "openness and clarity" as much as possible, complete it in class, and feedback the results to students in time.

Since the implementation of classroom teaching reform, great changes have taken place in teaching methods, teaching means, teaching concepts and students' views, which have been embodied and implemented in classroom teaching. Mainly reflected in: ① the participation of students has expanded significantly. ② Classroom teaching fully respects students' independent consciousness, and the space and time for independent activities are constantly expanding. ③ Implement the principles of classroom openness, teaching objectives and differences of learning subjects. ④ Teachers' inculcation of conclusive knowledge is obviously reduced, and they pay more attention to the education of scientific inquiry methods. Questioning, hypothesis, group cooperation, independent inquiry and drawing conclusions have become the basic links in classroom teaching.

Third, the integration of science and education serves the classroom reform.

1. Integration of science and education management. In order to better serve the classroom teaching, our county attaches great importance to the integration of science and education management. In management, we focused on two tasks: first, we focused on being the principal. Principals should first attach importance to educational research and become research-oriented principals. While insisting on the management of education and teaching, the headmaster takes the lead in educational research, combines his own work with scientific research, takes educational research as the primary task of his own work, grasps the information of educational reform in time through educational research, actively explores the laws of education and teaching, constantly enriches his own knowledge, and constantly improves the ability of managing schools and the level of educational management. Practice tells us that the headmaster's participation in teaching and research can not only influence and drive teachers into teaching and research with his own actions, but also promote school leaders to improve their working methods and work styles, master first-hand information, and analyze and solve specific problems in a scientific way, which is more convincing than the general call. The second is to grasp the construction of teaching and research network. Organizationally, each township has a central teaching and research group with township business directors or business principals, academic leaders and backbone teachers as the mainstay; Responsible for the organization, planning and implementation of teaching and scientific research in the township. Each discipline has set up a discipline center group accordingly, and established a performance file for each member, which is dynamically managed by the county teaching and research section. Every middle school has set up a teaching and research section, which is responsible for the teaching, scientific research and research work of the whole school. A teaching and research system and a teaching and research network have been formed, and the teaching and research reform has shown a thriving pattern, which has promoted the classroom teaching reform well.

2. Promote classroom teaching reform with topic research. Efficient management, high-quality teaching and high-quality teachers are the results of a large number of scientific research projects. Over the years, our county has attached great importance to the applied research of this discipline, and has fully implemented the chief responsibility system for the promotion of teaching and research achievements and the promotion system for teachers in all disciplines. The teaching and research staff is the general person in charge of the promotion of achievements. All the students and teachers in the county participate in the practical research of scientific research achievements of demonstration projects, encourage students and teachers to actively carry out teaching practice innovation, and promote the regional promotion of educational reform achievements. Since the Tenth Five-Year Plan, our county has undertaken more than 70 projects above the municipal level, with 8/kloc-0 pilot schools, and the projects have covered all disciplines in primary and secondary schools. In order to do a good job in research, we constantly strengthen the guidance and training of teachers in teaching and scientific research by inviting experts to give lectures, exchanging backbone teachers and sending teachers abroad to study. Through teacher training, the distance between educational research and teachers has been greatly narrowed, teachers' awareness of teaching and research has been enhanced, teaching and research methods have been enriched and teachers' teaching methods have been improved.

3. Promote teaching reform with routine and institutionalized teaching and research. In order to strengthen the routine teaching, the county teaching and research section, based on teaching innovation, formulated the teaching routine of primary and secondary schools, strictly implemented the inspection system of all staff, whole process and whole link, fixed the time of teaching and research activities, strengthened collective lesson preparation, and institutionalized teaching and research activities. Many schools take Saturday afternoons as the time for collective teaching and research activities, or watch excellent classroom teaching records in other places, or discuss students' teaching progress next week, the handling of key and difficult points, and the types of test questions. The teaching and research groups of various disciplines focus on half a day every week as a fixed time for teaching and research activities, and organize activities such as listening to lectures, evaluating classes, discussing and learning. Most schools have sound teaching, teaching and research management institutions, reasonable settings and clear functions, and can persist in carrying out half-day teaching and research activities, thus institutionalizing and standardizing teaching and research activities. Many schools take learning and discussing classroom teaching as the focus of teaching and research activities and constantly promote classroom teaching reform.

4. Give full play to the radiation function of famous teachers. In the process of classroom teaching reform, our county has always attached importance to the leading role and backbone demonstration role of famous teachers. In practical work, we actively encourage famous teachers to promote teachers who lack theoretical knowledge and methodological skills to carry out educational and scientific research through cooperative projects, collaborative projects and collective research projects, and cultivate the backbone of teaching and research in our school, especially young teachers as reserve forces, so that a large number of teachers stress science, methods and efficiency in classroom teaching, which is welcomed by students.

Fourth, organize various forms of classroom training activities.

In recent years, our county has always insisted on taking education and teaching as the center, seeking development through innovation, organized and carried out various forms of large-scale classroom training activities, and comprehensively promoted classroom teaching reform. First, combining observation and guidance, focusing on classroom teaching mode, organizing "model demonstration classes" in various disciplines; On the basis of organizing demonstration classes, we will carry out the activity of "exhibition and evaluation of all-staff open classes", and all township schools will undertake the organization and implementation of all-staff open classes, and establish the basic ideas and modes of classroom teaching innovation according to the actual situation of each discipline. In the activity, we always pay equal attention to practical innovation and theoretical innovation, and actively carry out the "three excellent" selection of excellent courses, excellent papers and excellent teaching plans. Second, around teaching innovation, we will carry out activities such as giving you excellent classes, observing classes, classroom teaching competitions, campus quality classes and selecting teaching experts. These activities have greatly promoted teachers' vision, enhanced their awareness of scientific research and improved their scientific research level. Third, primary and secondary schools are required to constantly change teaching methods according to the actual situation of the school, so as to serve teaching more effectively, pay attention to teaching students to learn, guide students to study independently and explore cooperatively, and cultivate their innovative spirit and practical ability. According to local conditions, take the teaching road with our school's characteristics. These activities have pushed the classroom teaching reform in our county to a new height.

5. Look to the future and aim high.

At present, the classroom teaching reform in our county has reached a high level. The quality of education and teaching has been greatly improved, the school-running concept has been further corrected, the school-running behavior has been further standardized, and the teaching management system has been further improved; "Promoting education through scientific research" is becoming the knowledge of the vast number of educators in the county, and new scientific research ideas and concepts are initially formed; The research work on various educational and scientific research topics is progressing smoothly, and the research results and experimental results are gratifying. Of course, our classroom teaching reform is in the stage of exploration and practice. There will certainly be problems of one kind or another, but this will not shake our determination and courage in reform. It is the requirement of quality education and the development of primary and secondary schools in our county to adhere to the road of "invigorating education through scientific research and strengthening schools through teaching research" and establish harmonious classrooms.